Lesson: Stage: 3 Outcomes: Content: General Capabilities:

Preparing HT3-3 – identifies change and  Outline local, state and Literacy
to make a continuity and describes the federal government ICT
Law causes and effects of change on structures and Personal & Social
Australian society responsibilities Capability
Teaching and Learning Strategies Evidence of Time Classroom
Learning Organisation
Introduction Responses 10 In circle on floor
 What are some examples of laws? mins
 What are laws that you remember having been passed in your
lifetime?
 What do we know about how laws are passed? What parts of
government do you think are involved?
 View https://peo.gov.au/understand-our-parliament/how-
parliament-works/bills-and-laws/making-a-law/ as a class.
Students write key points while watching.
Body
Usual Path of a Law
 Students are given cut up segments from the Workbook 15 At desks
https://peo.gov.au/understand-our-parliament/how-parliament- entries mins
works/bills-and-laws/the-usual-path-of-a-bill/ flow chart.
 Students put the pieces back into correct order using their notes
and working with those on their table.
 Once approved by teacher, students glue correct order into
workbooks.
Roles involved in passing a law
 In a later lesson, students will role-play the parliamentary
proceedings that lead to bills becoming laws. But first, they need 25
to look closer at which members of parliament are involved in mins
passing a law.
 Students work in pairs and use a device to virtually explore
Parliament House via https://virtualtour.aph.gov.au/#?.
Workbook At desks with
 After exploring, half the class return to the House of entries person next to
Representatives while the other half return to the Senate.
them
Students complete respective worksheets where they describe
the roles of each House.
 Pairs join with pairs who completed the other worksheet to
compare similarities/differences and make note of these.
Around
classrooms
Conclusion 10
 The role play conducted next lesson will only go through the mins
House of Representatives. A hat containing roles is passed around
to allocate students to the roles they will take on during role-play.
Students note these in workbooks.
 Using the https://virtualtour.aph.gov.au/#? On the IWB, students Observations
work together via discussion to plan how they will organise the At desks
classroom next lesson to resemble the House of Representatives.