Topic Introduction

The general election is the most important event in British politics. It is the time when the
British people vote to decide who will represent them in Parliament and govern the country.

Candidates who want to become MPs must persuade people that they are the most qualified
to represent their interests in Parliament. The political parties are out to do all they can to
show that they are the best choice to become the Government.

The general election is not only the most important political event, it's also the most exciting.
Everybody gets 'election fever' - it's on TV, in the street and people talk about politics more
than at any other time. On May 5th, everything comes to a head when people make their
decisions and cast their all important vote.

HeadsUp is part of the general election action. Taking part in this debate provides young
people with a platform to share their views on the election and find out the perspectives of
others. For teachers and youth workers, this Forum presents an oportunity to cover elections,
voting and political parties in a topical manner.

The debate will be open in the run-up to election day and beyond (April 25th - May 13th).
It's your platform to say what you think and to listen to what other young people from around
the UK have to say.

The Forum will begin by looking into four important election debates:

1. What you think the parties have to offer young people?

2. Your views on the quality of election campaigns and coverage
3. Should the voting and candidacy ages be changed?
4. Is voting a right or a responsibility?

Journalists from across the media have also been invited to drop into the Forum to ask
young people directly what they think about the election and the hopeful candidates. Strict
parameters have been set on what the journalists can ask and no questions will be published
without prior vetting by the HeadsUp moderators.

With this activity students are expected to differentiate between political elections and other
instances where voting may take place.

1. Name three TV programmes where the public are asked to determine a result by voting.
2. What are the different ways the public can cast their votes?
3. Are there any restrictions on taking part in these votes?
4. Name three other situations where voting is used to determine a result.
5. Give a reason why these are different from a political election.
6. Name three types of political election in the UK?
7. How can people vote in these elections?

This activity would be best suited for a teacher-led classroom discussion.

1. What factors could have caused the low turnout at the 2001 general election?
2. For what reasons do you think the turnout amongst the youngest voters was so low?

3. What is ‘voter apathy’?

Follow up on these questions by asking the students to share and iscuss their predictions for
the 2005 general election.

This activity is designed to introduce students to some of the key controversies surrounding
the minimum candidacy age that will be discussed over the course of the HeadsUp debate.

To begin with, allow students some time to reread the basic arguments ‘for’ and ‘against’
lowering the voting and candidacy ages (these are presented as bullet-points in on the ‘For’
and ‘Against’ pages of BackUp).

As a class or in 'reporting groups', discuss the following questions (or similar):

1. Why are election candidates who represent a political party traditionally more successful
than independent candidates?
2. What age is the youngest MP?
3. What reasons could be behind having a minimum candidacy age that is higher than the
voting age?
4. What reasons could be behind having the same candidacy age for every level of UK
election?

Having covered these questions, you may wish to then hold a small class debate on the merits
of the various arguments ‘for’ and ‘against’ lowering the candidacy age. At the end of this
debate ask the students to show their support for either lowering or retaining the current
minimum candidacy age. This could be done either through a show-of-hands or a ballot.

At the end, you may wish to ask the students if any of them would consider standing as a
candidate and for what level of representative. To stimulate further discussion, ask those
students who would not consider standing to explain their reluctance.