Voice2Vote resource pack
1 This Voice2Vote resource pack includes sessions aimed at young people aged 13 and over in Wales which bring to life why young people should vote. Welcome to Voice2Vote A resource designed to get the voices of young people heard.
In Wales you can now apply to register to vote when you are over 14. But young people are among the least likely to register to vote, with only around half doing so.1 Why is that? Many are passionate about the issues that affect them, but they are unaware of their own power. FLEXIBILITY This resource will support you to introduce the topics of registering and voting with your class, youth organisation or peer group. Our plans are a guide The games and materials in this resource are aimed at inspiring for you to adapt for young people to discuss and debate what they care about whilst your group. considering why they should register to vote. Voice2Vote contains five sessions, each approximately 45-60 minutes long and containing between 2-5 activities. You can run some or all the sessions although we suggest you run session 1 as a minimum. Session 3 focuses specifically on the different levels of government in Wales. The sessions provide opportunities for young people to:
� Discuss the question “why vote?” � Understand the significance of being registered to vote Vote and how to register to vote. � Understand the importance of disagreement in a democracy and respect for different views and values. � Discuss what voting means to them personally. � Understand how the election process works. � Learn about devolved and local power in Wales. � Take part in discussions about controversial issues in society. � Discuss the concept of power and how it should be used. � Explore the topic of government spending.
REMEMBER! We recommend that you provide the opportunity to register to vote at the end of session 1 and 5. You can register to vote online at: 1 bit.ly/Voice2Vote Voice2Vote Sessions
SESSION 1 Vote with your feet (15 minutes) Get young people expressing opinions on issues that 1 matter to them. Introduce voter registration. Show the ‘What matters to you’ clip on Hwb to enhance this activity.2 Why vote? (20 minutes) Explore with your group why it is important for young people to cast their vote at election time. Summary and invitation to register (10 minutes) Summarise the session and invite the group to register to vote. They may be asked for their National Insurance number, but they do not have to have one to register.
SESSION 2 Critical issues and hot potatoes (45 minutes) Challenge your group to discuss and debate hot topics and 2 get them thinking about what they believe in and why.
SESSION 3 We’ve got the power 3.1 Opening exercise (10 minutes) Introduce your group to the idea of 3 devolution. 3.2 Who’s in power? (20 minutes) Challenge your group to divide powers to different levels of government and use class discussion and group persuasion to correct wrong answers. 3.3 Getting in touch (15 minutes) Working in small groups, use problems/complaints cards to learn how having different levels of government works in practice. 3.4 Government or Parliament? (10 minutes) Use visuals to quiz and learn about the differences between the Welsh Government and the Welsh Parliament. 3.5 Final exercise (5 minutes) A summary activity to recap what your group have learned about the Welsh Parliament.
2 Voice2Vote Sessions continued
SESSION 4 Show me the money (20 minutes) Working in small groups, challenge everyone to spend the 4 country’s budget on what they think is important. Show the “What does politicians do?” clip on Hwb to enhance this activity. The power game (25 minutes) Give young people power and see what they do with it!
SESSION 5 Speed voting (25 minutes) Demonstrate how laws are made by giving young people a 5 chance to implement any laws they want. At the ballot box (10 minutes) Get your group prepared for voting in a real election by going through the whole process step by step. Invitation to register (10 minutes) Another opportunity for your group to register to vote. They may be asked for their National Insurance number, but they do not have to have one to register. Show the “Why register to vote?” clip on Hwb to enhance this activity.
Enhance your sessions by using the Voice2Vote video clips on Hwb.3
3 Session 1 Vote with your feet 15 minutes
This activity introduces voter registration and is a good warm-up exercise. People vote with their feet in response to two statements. Part way through, half the group is taken out to illustrate what happens when people do not register to vote.
Aims: To show that in order to vote, you need to be on the electoral register. To practise debating and persuasion skills and introduce ‘everyday’ issues. You will need: Stickers for half the class or group Floor space Two statements – examples below Remember you can replace How to: any of these 1. Introduce the game Explain to the group that they will be asked statements with their opinion about several statements. your own.
Example statements
Violent video games should be banned.
The legal age for drinking alcohol should be raised to 21.
The death penalty should be reintroduced.
You can either use the example statements above or your own. The group should ‘vote with their feet’ by moving to one side of the room if they agree and to the opposite if they disagree. Those who do not know should stay in the centre of the room.
2. Ask for opinions Once people have taken their places, ask them for their reasons. Invite them to swap sides if they feel persuaded by an argument. ‘There is no wrong answer!’
4 Vote with your feet continued
3. Using another statement, ask for opinions again and distribute stickers As you ask for opinions about this statement, give stickers at random to half of the class. Do not explain at this stage what the stickers mean. Ask people to move to their chosen position. Ask people why they have chosen their position.
4. Stop! Ask all those without stickers to step aside Explain that people without a sticker represent the proportion of young people who are not on the register and therefore cannot vote.
Prompts: Would this have changed the outcome? (If half of the people hadn’t voted)
How does it feel not to be able to express your opinion?
Do you think the minority should make decisions?
5. Conclude the game Around half of young people are registered to vote,4 so they can have a say at election time, but half are not and so do not have the same influence. The electoral register is the list of people who can vote. In Wales, you can apply to be on the register when you are over 14 so that you can vote in Welsh Parliament (Senedd Cymru) elections as soon as you turn 16. You will have to wait until you’re 18 to vote in UK Parliamentary, local council5 or Police and Crime Commissioner elections.
Top tips: Make the statements easy to understand and controversial. Local issues are a good way to draw out opinion (e.g. local transport, crime, recent 5 news announcements). Why vote? 20 minutes
This activity encourages the group to think about why young people should vote.
Aim: To help build an understanding of the reasons why it is beneficial to vote. You will need: Blank sheets of flipchart paper Marker pens and sticky tac
How to: 1. Introduction Tell the group that you will be exploring why people vote. Ask the group if anyone has voted before in any local or national elections. (If the group are all too young, skip this.) Ask the group for a show of hands for how many intend to vote in future elections.
2. Ask for opinions Ask the group to call out some reasons why they think people vote and note these down on the flipchart. Ask them why they think so few young people vote and also jot these down on the flipchart.
3. Split the group Split the group into two or more smaller groups. Now ask them to think of all the good reasons for young people to vote in elections. Ask the groups to discuss their ideas and write them down on a piece of flipchart. Bring the groups together and display their pieces of flipchart on the wall. Ask one or two volunteers from each group to come and present back to the whole group, summarising what they discussed.
6 Invitation to register to vote 15 minutes
An opportunity for individuals to register to vote. Invite participants to apply to register to vote.
Explain to the group that anyone in Wales can apply to register to vote once they are over 14. Even though they cannot vote until they turn 16 their influence begins as soon as they join the register!
How to Register 1. AT HOME: One of the easiest ways to You can use the register is to complete the invitation to ‘Why register?’ section register form sent to the household as part on page 26 to support of the annual canvass. your discussion or to 2. ONLINE via bit.ly/Voice2Vote using a share with others. You computer, tablet or smart phone. It takes can also use page 26 to less than 5 minutes! explain what you can 3. BY POST using blank registration forms. vote for. These can be printed from the internet from this link: bit.ly/RegistrationFormWales. Alternatively, you can also contact your local Electoral Registration Office. Find their contact details and forms on www.electoralcommission.org.uk/. Send the forms to the relevant local council straightaway (remember – participants might be from different areas and their forms will need to be sent back to the correct office).
If you sign up to the Electoral Register you show the politicians that you are a vote worth winning. 7 Session 2 Critical issues and hot potatoes 45 minutes
This activity helps young people identify and discuss the key issues in society that they think people are most passionate about.
Aims: To encourage discussion about difficult issues and challenges in society in a RESPECT! mature and considered way. Before getting started, ask the group to think about how To highlight to young people that they can talk about difficult democracy means lots of different issues without using offensive opinions are tolerated, whether we language, statements or agree with those opinions or not. stereotypes. Try to come to You will need: an agreement that everyone Flipchart/Whiteboard is happy with and remind them of this agreement if the Marker pens conversation starts to take a Sticky notes and pens disrespectful tone. How to: 1. Critical issues As a warm up to the main ‘hot potatoes’ exercise, ask for people to call out what they think are the issues in society that get people most excited, worked up and angry. List them on the flipchart/whiteboard.
Prompts:
Ask them what issues they hear other people talking about at home, in the street or at school/college.
Ask them what they read or see on social media and what issues they think young people really care about.
Include some of the following issues if they are not raised: education, youth employment, immigration, tax, crime, welfare and drugs.
8 Critical issues and hot potatoes continued
2. Give everyone some sticky notes and a pen. Explain that in ‘hot potatoes’ everyone is going to choose something they want to discuss in the group. They are each to choose up to three of the issues written up on the flipchart. For each issue, they write the title of the issue and then an ‘I believe...’ or ‘I don’t believe...’ statement related to the issue. Ask the group to stick all their sticky notes onto a blank piece of flipchart.
3. Split everyone into 3 or 4 Alternative smaller groups idea Each group should come up and pick one Make this a debating exercise. or two ‘hot potatoes’ they want the whole Ask someone to argue in group to discuss either because they agree or favour of the statement and disgaree with the statement or simply find it someone to argue against it. interesting. Ask each group to read out their Give a limited time to speak statement and say why they chose it and and then a vote can be then invite everyone else to comment. Give taken. each topic about five minutes and close each discussion by briefly summarising the key points raised.
4. Conclude Ask the group to feedback on what it was like to take part in the discussions and have the freedom to express themselves. Remind them that democracy means a lot of different opinions are tolerated, whether we agree with those opinions or not.
9 Session 3 We’ve got the power! 1 hour
The activities in this session focuses specifically on the different levels of government in Wales and corresponds to the Devolution and Welsh Parliament PowerPoint presentation on Hwb. 3.1: Opening exercise (10 minutes) Aim: To introduce learners to the idea of devolution. You will need: Devolution and Welsh Parliament PowerPoint (available on Hwb) Sticky notes and pens How to: 1. Show PowerPoint Slide 1 on the projector (the images of the circles). 2. Ask the learners to write down on a sticky note what they think is the difference between the circles. 3. Then ask the learners to discuss their point with a partner. 4. Ask the learners to raise their hands and share comments/differences. 5. Show PowerPoint Slide 2. 6. Explain that the circles represent where powers (used to) lie in the UK. 7. Learners should discuss in groups what has happened to power in the UK since 1998. 8. Show PowerPoint Slide 3. Alternative: 9. Introduce the idea that power is now spread across the UK and � You could skip the opening define devolution. exercise and move straight to exercise 3.2 after introducing the 3 levels of government. � Do some research into who represents Wales in the Welsh Parliament and the UK Parliament, and who runs local 10 government. We’ve got the power! continued
3.2: Who’s in power? (20 minutes) Aim: To learn about which levels of government have which powers. You will need: Devolution and Welsh Parliament PowerPoint (available on Hwb) A3 sheets of Slide 4 How to: 1. Give each group an A3 sheet of Slide 4. 2. Show PowerPoint Slide 5. 3. Learners should divide the powers on screen according to who they believe have (or should have) that power. Each group will note the powers on Slide 5 on their A3 worksheets. 4. Class discussion: Ask the groups which powers they have chosen for the UK Parliament and why. Do the same for the Welsh Parliament and local government. 5. Learners now have the chance to make changes to their worksheets if another group has persuaded them that their answers are wrong. 6. Show the correct answers on the whiteboard, as shown in Slide 6. 7. What grade would they give themselves on how well they did? 8. Any surprises? 9. Were there any disagreements as to who has/does not have a specific power?
Alternative: � Choose a select number of powers as shown on Slide 5. � Divide the class into 3 groups: UK Parliament / Welsh Parliament / local government. Each group should note which powers they think are controlled by their institutions. Have them present their findings 11 to the class before discussing further. We’ve got the power! continued
3.3: Getting in touch (15 minutes)
Aim: To learn how having different levels of government works in practice.
You will need: Devolution and Welsh Parliament PowerPoint (available on Hwb) A3 sheets of Slide 7 Cut out cards from page 13/14
How to: 1. Each group should have a set of cards (available below) which include problems/complaints from some individuals (cut out beforehand) and an A3 copy of Slide 7. Their task will be to arrange the cards on the A3 copy according to who the person should contact in order to discuss their problem. 2. Discuss the answers as a class and check for any errors.
Alternative: � Choose from or add to the selection of problem cards. � Do some research into who your MP, MS and local councillors are.
12 We’ve got the power! continued
Cut-out cards:
Gruff would like to Aneurin would discuss the effect of like to protest immigration on his against war village
Lili is unhappy with Lois is unhappy her neighbour’s plans with the level of to build an extension the minimum wage to their house
Ifan is campaigning Osian is worried to have education about the safety compulsory up to of his house in 18 years of age case of flooding
Mari wants to Owain is unhappy protest against at how much money plans to build a is spent on military new motorway arms
13 We’ve got the power! continued
Cut-out cards:
Cadi is unhappy Eleri is worried at how much about waiting money is spent on times for international aid operations
Bethan would Trystan is concerned like to discuss the at the lack of Welsh negative impact of language signs in a tourism in her area new centre
Huw feels that the Many bin bags bus service should have been left run more often in the middle of from his street to Ffion’s street the town centre
Non’s family need support to Iestyn would like look after her to dispose of his grandfather who fridge safely has dementia
14 We’ve got the power! continued
3.4: Government or Parliament? (10 minutes) Aim: Learn about the differences between the Welsh Government and the Welsh Parliament. You will need: Devolution and Welsh Parliament PowerPoint (available on Hwb) How to: 1. Use Slides 10 and 11 to introduce information visually about each institution. 2. Return to the slide on the Welsh Parliament for 30 seconds so that learners are given a chance to remember as much of the information as possible. Repeat this with the slide on the Welsh Government. 3. Use the questions on Slides 12 onwards to quiz the class.
4. A chance to discuss the answers to question 5 as a class (Which is the most powerful in your opinion – the parliament or the government?), before holding a vote at the end.
Alternative: � Find out more about who is in the Welsh Government. What parties do they represent, and what roles do they have? � Do the same for the Welsh Parliament – which different parties are represented, and how many members do each of them have?
15 We’ve got the power! continued
3.5: Final exercise (5 minutes) Aim: To recap what they have learned about the Welsh Parliament. You will need: Devolution and Welsh Parliament PowerPoint (available on Hwb) Sticky notes and pens How to: Learners to be given a sticky note: 1. 30 seconds to write down as many of the Welsh Parliament’s powers as possible. 2. Pass the sticky note to the person sitting next to them. They have another 30 seconds to read what’s on it and add any other powers. Repeat this another two times. 3. To finish: Learners should highlight the most interesting/surprising thing that they have learned (of those powers noted on the sticky note).
16 Session 4 Show me the money 20 minutes
Played in small groups: young people decide how the Welsh Government should spend (and save) its money.
Aims: To encourage young people to develop and voice opinions on issues that matter to them. To encourage teamwork and negotiation skills as students prioritise public spending. To prompt young people to consider who makes these decisions and how they can influence them, bringing it back to voter registration. You will need: Worksheet (see page 19) and pens for each group. How to: 1. Divide the class into groups of 4 or 5 Hand out one worksheet per group. 2. Introduce the game and Round 1 (7-9 minutes) Each group is in charge of dividing up the country’s budget.
Each group has five minutes to divide £100 across the categories listed on the worksheet. They are: environment and rural affairs; culture and sport; economy and transport; housing and local government; education; health; Welsh language. They can spend the money as they wish but they must spend it all. Move between the groups to discuss how money is being distributed.
17 Show me the money continued
3. Round 2: Economic crisis (7-8 minutes) The country is in economic crisis. Groups now have three minutes to remove £30 from their first budget. Where will you make changes?
Prompts:
If you change funding to education or sport and culture, what effect will that have e.g. on economic development or on health?
If money is not given to Welsh language what impact could that have?
If you make changes in one area e.g. health, what effect will that have on another area e.g. on housing or transport?
Does anyone want to remove funding something completely – why?
4. Concluding the game (5-6 minutes) Get feedback from groups and compare decisions made by different teams.
Prompts:
What caused the most debate in your groups?
Who actually makes these decisions in real life?
How can you influence what decisions are made? (If people do not mention voting, ask if voting is a way to do so.)
Extension If you have time you can try the activity below. If you had around £100 million how would you spend it? Ask the group which one of the following they would choose and why: Keep 2,600 criminals in prison Provide free school meals to every child in Wales (for a year) Pay a year’s salary for around 4,000 newly qualified teachers Pay a year’s salary for 300 doctors and 2,300 nurses.
18 Show me the money: handout How will you spend the Welsh Government’s budget?
Round 1 Round 2 (7-9 minutes) (7-8 minutes)
Environment and rural affairs – includes flood prevention, animal welfare, pollution and climate change, farming.
Culture and Sport – includes funding for people to play sport, museums, art galleries and tourism.
Economy and transport – includes support grants for businesses, funding for trains, buses and roads, apprenticeships, and broadband infrastructure.
Housing and local government – includes money for council services, building homes and making them energy efficient.
Education – includes teachers and schools, colleges (including training on vocational skills) and universities.
Health – includes doctors, nurses, hospitals, medicines and social care.
Welsh language – includes promoting Wales and the Welsh language and increasing the number of Welsh speakers.
Total £100 ?
19 The power game 25 minutes
Give young people power and see what they do with it!
Aims: To prompt young people to consider what power is and the variety of ways in which it can be used. To encourage young people to think about the power they have in a democracy by registering and voting. You will need: A small piece of card or paper with the work ‘POWER’ written on it – one for each group. How to: 1. Divide the group into smaller groups Give each smaller group one piece of paper with ‘POWER’ written on it and tell them they have 15 minutes to decide what to do with it. Let them know there are no rules as to what they can and can’t do with it, that they can interact with each other and other groups and they must keep going until the time is up. Give no further explanations, sit down, and observe what they do and don’t do with their power. 2. Discussion After 15 minutes is up, bring everyone back together and discuss what happened in each group.
Prompts:
Did anyone steal power? Why? Why not?
Did anyone share power? What was this like?
Who ended up being the ‘most’ powerful and why?
Ask other questions based on what you observed the groups doing. Make the point that each of them has the power to add their voice to our democratic society by registering to vote.
20 Session 5 Speed voting 25 minutes
In this activity, young people get to implement any law they want.
Aims: To demonstrate to young people how laws are made. Democracy To highlight to young people that they have in action opportunities to shape how laws are made. If you have time, go onto You will need: Welsh Parliament’s petitions site petitions.senedd.wales/ Coloured paper/card and pens to show current petition How to: examples. 1. Pair everyone up Give each pair two pieces of paper and a pen. Explain that they will be the Welsh First Minister for one day only and will be able to make two new laws. The first law must be something that they think will improve society for everyone and the second law can be anything they like e.g. National Wear Your Socks on Your Hands Day. Remember to check which policy areas you have the power in which to make a law! Give them 3 minutes to decide what their new laws are and to write each of them down on separate pieces of paper.
2. Vote for a sensible law Going round each pair in turn, ask them to read out their sensible law and encourage the group to ask each pair questions. Explain the first round of voting is to draw up a shortlist and each law will need 50% of the group vote to go to the next round. Vote on each law in turn. Tell everyone they now have one vote only and ask each person in turn to state which law they want, tallying the votes. The law with the most votes wins – if there is a tie for first place remove the other laws and vote between the tied laws to decide a winner.
21 Ask the group how they would feel about living under this new law in real life. Speed voting continued
3. Vote for a silly law Ask everyone to read out their silly laws. If there is time in the session, repeat the voting exercise for the silly laws.
4. Conclude Explain that in reality there is a whole process of discussion and consultation involved before a new law is passed. Explain that we can all have an impact on creating and changing laws. Use Welsh Parliament’s petitions site as an example if you have time.
HOW LAWS ARE MADE Why not go to bit.ly/HowLawsAreMade to find out more.
22 Remember that At the ballot box there are alternative methods of voting through 10 minutes postal and proxy voting for electors who, for whatever This activity goes through the voting process at reason, are unable to cast the ballot box in a real election. their vote in person on polling day. Aim: To demystify the voting process and make sure the group knows what to expect at their first election. You will need: Copies of the handout on page 24 for each young person. How to: 1. Introduction Explain that in this exercise the group will be going through what they will need to do to vote in an election.
2. The polling station Explain that if they have registered to vote and have chosen to vote at a polling station, in the run up to the election a poll card will be sent to the address at which they are registered. This is for local, Welsh Parliament and UK Parliament as well as for referendums. Give everyone a copy of the handout and explain that poll cards will usually look something like this.
3. The ballot paper Refer to the handout and explain that the ballot paper will look something like this, although it can vary between elections. Be clear that no-one writes their name on a ballot paper. Ask if anyone knows why we vote in secret. Explain that one key aspect of voting in a democracy is that everyone can keep confidential who they voted for. Explain that clear instructions are always written on the ballot paper and they can also ask the person there, called the Presiding Officer, if you have any questions. If they make a mistake, they can always ask for another ballot paper.
4. Summarise Summarise by emphasising that it is quite straightforward to vote in an election. Emphasise the first important step is to ensure they are registered to vote – it is quick, easy and takes less than 5 minutes to do online.
23 Remember that At the ballot box: there are alternative methods of voting through postal and proxy voting for handout electors who, for whatever The poll card reason, are unable to cast their vote in person on polling day. Poll Card / Cerdyn Pleidleisio
Election of Member of Parliament Ethol Aelod Seneddol
Constituency Ceredigion Etholaeth
Date of election: Thursday, 12 December 2019 When you have registered to vote, Dyddiad yr etholiad: Dydd Iau, 12 Rhagfyr 2019 Elector Number / Rhif Etholwr: CF1 325
Name and Address / Enw a Chyfeiriad: you can vote in person at a polling Voting Information / Gwybodaeth Bleidleisio U. N. ARALL 24 STRYD YR EGLWYS station. This might be a local school Polling day: Thursday, 12 December 2019 LLANBADARN Diwrnod pleidleisio: Dydd Iau, 12 Rhagfyr 2019 ABERYSTWYTH or community centre, and it’s never CEREDIGION Voting Hours: 7am – 10pm SY23 3SE Oriau Pleidleisio: very far from where you live. Before Polling Station / NEUADD BENTREF LLANBADARN FAWR VILLAGE HALL Gorsaf Bleidleisio: Please Note / Noder: an election you will be sent a poll LLANBADARN FAWR The closing date for postal applications is 5pm ABERYSTWYTH on Tuesday, 26th November 2019 and for card which will tell you where your CEREDIGION proxy applications it is 5pm on Wednesday, 4th SY23 3SE December 2019. Dydd Mawrth, 26 Tachwedd 2019 am 5pm yw’r polling station is. Poll cards vary in If undelivered, return to / Dychwelir i: dyddiad cau ar gyfer gwneud cais am bleidlais Electoral Services / Gwasanaethau Etholiadol, Canolfan drwy’r post a dydd Mercher, 4 Rhagfyr 2019 Rheidol, Rhodfa Padarn, Llanbadarn Fawr, Aberystwyth, am 5pm ar gyfer gwneud cais am bleidlais drwy each local authority area but will Ceredigion, SY23 3UE ddirprwy. look similar to the image on the left. The ballot paper In UK Parliamentary elections you choose the one candidate you want to vote for as your MP and put an ‘X’ next to their name. In Welsh Parliament election you get two ballot papers and two votes. On the first you put an ‘X’ next to the MS you want to represent your area, and on the second you put an ‘X’ next to the party or individual you want to represent your wider region. The political party each candidate represents is next to their name unless they are independent. Sometimes there are photos of the candidates on the ballot paper too. Ballot papers vary in different elections. Always follow the instructions written on the ballot paper and remember you can ask polling station staff if you have any 24 questions. Summary and invitation to register 10 minutes
A short discussion and an opportunity for individuals to register to vote.
1. Recap activity outcomes If you sign up to the Summarise today’s session. Highlight that by registering to vote and voting, politicians can be Electoral Register influenced. People often disagree about what you show the should be done; voting is one way that you can have your say. If you register to vote, then you can politicians that you have your say on how you think things should be are a vote worth done and who you want to do them. winning. 2. Invitation to register Invite participants to apply to register to vote.
How to Register You can use the ‘Why register?’ section on page 1. AT HOME: One of the easiest ways to register is to complete the invitation to 26 and the ‘Why register?’ register form sent to the household as clip on Hwb to support your part of the annual canvass. discussion or to share with 2. ONLINE via bit.ly/Voice2Vote using a others.6 You can also use computer, tablet or smart phone. It takes page 26 to explain who you less than 5 minutes! can vote for. 3. BY POST using blank registration forms. These can be printed from the internet from this link: bit.ly/ RegistrationFormWales. Alternatively, you can also contact your local Electoral Registration Office. In Wales, you can Find their contact details and forms on apply to register to vote www.electoralcommission.org.uk/. once you’re over 14. Even Send the forms to the relevant local though you cannot vote council straightaway (remember – until you turn 16, your participants might be from different areas influence begins as soon and their forms will need to be sent back as you join the to the correct office). register!
25 Why register to vote?
REASONS TO REGISTER Your say WHO CAN YOU VOTE FOR? Do you want a say on how the country’s Local councillors run your money is spent? Your vote can help neighbourhood. They may be elected decide this. to county councils, covering a wide region, or community councils which Do not let others make decisions on are responsible for smaller areas such as your behalf; your vote is your chance to towns or villages. They make decisions play a role in society and have a voice on local transport prices and timetables, on the things you care about. school budgets and local services e.g. Your vote youth clubs, libraries, sports centres, parks and community centres. Can you imagine being denied a voice because you are a woman, a Members of Parliament (MPs) represent particular ethnicity, or because of your you when it comes to issues for which the background? This is still the case in UK parliament is responsible. They decide some countries. In Wales and the UK on laws, how much tax you pay, how our voices can be heard. much money the Welsh Government is given to spend, and age restrictions, e.g. If you do not register you cannot vote! drinking age and driving age. Your money Members of the Senedd (MS) represent To get a better credit rating it can you on the issues which have been help to be on the electoral register. devolved to the Welsh Parliament. They The electoral register is often used for decide many of the laws for Wales, such credit reference purposes. Being on the as what you might learn at school, and register can help you when applying for how some money is spent, for example loans or mobile phone contracts. on tuition fees.
Your community and your world Police and Crime Commissioners oversee Register to vote and help to shape the your local police force in Wales. future you want for yourself and others. You can also have your say through Voting gives you a say on local, national referendums. There have been votes on and global issues. issues including the electoral system and devolution in Scotland, Northern Ireland, and Wales. The UK Government held a referendum on the UK’s membership of the European Union in 2016.
26 What next? Looking for more ways to keep your group energised and enthused about democracy? Here are a few places where you can find more activities and information.
Information and Activities for Wales: Welsh Parliament: Education Welsh Parliament’s Education and Youth Engagement service has a range of teaching resources available online, including information about educational trips and virtual sessions. Their online resources have educational packs for all ages, including activities, videos and vlogs. bit.ly/WelshParliamentEducation
Our Senedd A series of animated videos and resources for Year 7 to A Level teachers and youth workers to use with learners to explore what is the Welsh Parliament, and how government and decision making works in Wales. Includes a personal and social education session, a series of school assemblies and resources for a youth group session. Available on Hwb: bit.ly/OurSeneddV2V
Welsh Youth Parliament The Welsh Youth Parliament is a youth model legislature that consists of sixty elected members of 11-18 year olds. These members will highlight and debate issues at a national level, gathering views from other young people across the country and working with those with the power to make change. You can get to know the members, learn about their work and get involved on their website, which also includes promotional packs and downloadable information for schools, youth organisations, parents and guardians. www.youthparliament.wales/
The Electoral Commission resources The Electoral Commission website has resources to carry out your own ‘Welcome to your vote’ public awareness activity. Their campaign encourages newly enfranchised groups to register to vote and have specific content for electors in Wales. www.electoralcommission.org.uk/democratic-engagement-resources/welcome- your-vote-resources##Wales
27 What next? continued
Local Authority Youth Services Team The Youth Services Team at your local authority will have an interest in youth engagement. All youth services work with young people to develop interesting, challenging, and creative opportunities and experiences. Examples include Carmarthenshire Youth Council (CYC), Cardiff Youth Service and Ieuenctid Gwynedd Youth. Find what opportunities and information they have at your local youth service.
Information and Activities for UK: Democracy Ambassadors The Democracy Ambassadors programme saw over 1,000 13-16 year olds recruited across the UK to inform their peers about democratic processes and promote participation. The resource is intended to increase school-age young people’s confidence on the subject, ahead of reaching voting age.
Registration is a first, vital step on the path to full democratic engagement. The programme will complement activity aimed at the same age group delivered in schools.* bit.ly/DemocracyAmbassadors
Parliament’s Education Service Parliament’s Education Service has a range of teaching resources about Parliament and democracy that explain what Parliament does and how elections work. These resources include videos, lesson plans and interactive toolkits.* learning.parliament.uk/en/
Youth Count! Democracy Challenge The Youth Count! Democracy Challenge programme has been designed to help young people aged 16 and over to develop awareness, skills and knowledge related to democracy and voting. The learning programme has been developed by UK Youth in partnership with the Cabinet Office to increase interest through creative, imaginative, and meaningful activities. Please note that some information will need checking and may need changing to reflect recent times.* www.gov.uk/government/publications/youth-count-democracy-challenge
* These are UK based programmes and therefore not all activities will be relevant to learners in Wales. 28 What next? continued
Youth Democracy Peer Education: Training and Resources A resource pack full of ideas for young people aged 16 and over to promote voter and democratic engagement and run registration events in their local area. The learning programme was developed by the Scottish Youth Parliament in partnership with the Cabinet Office. Please note that some information will need checking and may need changing to reflect recent times.*
www.gov.uk/government/publications/youth-democracy-peer-education- training-and-resources
The Hansard Society’s Citizenship Education Programme Activities include big debates online and mock elections.*
www.hansardsociety.org.uk/projects/mock-elections
* These are UK based programmes and therefore not all activities will be relevant to learners in Wales.
FOOTNOTES 1 See www.electoral-reform.org.uk/wp-content/uploads/2017/06/Young-People-in-Wales- welsh-power-report.pdf 2 These aren’t currently available due to restrictions but will follow by early 2021. 3 These aren’t currently available due to restrictions but will follow by early 2021. 4 See www.electoral-reform.org.uk/wp-content/uploads/2017/06/Young-People-in-Wales- welsh-power-report.pdf 5 The Local Government and Elections Wales Bill seeks to extend the franchise in Wales so that you can vote in local council elections when you turn 16. If approved the Bill will become law early 2021. 29 6 These aren’t currently available due to restrictions but will follow by early 2021. 30 © Atebol / Welsh Government 2020