10.+Parliamentary+Role-play

Description of Resource:
//Unravelling the Parliamentary Role-play// is a free publication from the Parliamentary Education Office.

It is a colourful magazine-style resource especially designed for teachers who have participated in a Parliamentary Education Office's role-play experience (detailed in this Wiki on the page titled **DIY Role-Play in the Classroom Toolkit**) and who wish to run a parliamentary role-play in the classroom.

It provides a detailed and challenging program of questions and activities that follow a recall, reflect, conceptualise, experiment and implement learning sequence. This publication is appropriate for primary and secondary teachers.
 * Size: A4, 16 pages
 * Cover: soft
 * Availability: one complimentary copy per teacher
 * Publication date: 2005

To access this resource place a request by email or phone providing your name and postal details. Ph: 02 6277 3508 or 02 6277 3147
 * Email info@peo.gov.au**

Age & Stage Appropriate:
Participation in the Role-Plays are most beneficial to students in upper primary school (lower high school aged students would also benefit).


 * === Curriculum Documentation – Every Chance to Learn Outcomes === ||
 * ** ELA 1 ** : Uses a range of strategies to think and learn || / || ** ELA 10 ** : Writes effectively ||  || ** ELA 19: ** Understands and applies scientific knowledge ||   ||
 * ** ELA 2 ** : Understands and applies the inquiry process || / || ** ELA 11 ** : Critically interprets and creates texts || / || ** ELA 20: ** Acts for an environmentally sustainable future ||  ||
 * ** ELA 3 ** : Makes considered decisions ||  || ** ELA 12 ** : Takes action to promote health ||   || ** ELA 21 ** : Understands about Australia and Australians || / ||
 * ** ELA 4 ** : Acts with integrity and regard for others || / || ** ELA 13: ** Is physically skilled and active ||  || ** ELA 22: ** Understands and values what it means to be a citizen within a democracy || X ||
 * ** ELA 5 ** : Contributes to group effectiveness || X || ** ELA 14: ** Manages self and relationships ||  || ** ELA 23 ** : Understands world issues and events ||   ||
 * ** ELA 6 ** : Uses Information and Communication Technologies effectively ||  || ** ELA 15: ** Communicates with intercultural understanding ||   || ** ELA 24: ** Makes informed choices about money and finance ||   ||
 * ** ELA 7 ** : Creates, presents and appreciates artistic works ||  || ** ELA 16: ** Understands and applies number ||   || ** ELA 25 ** : Designs, makes and appraises using technology ||   ||
 * ** ELA 8 ** : Listens and speaks with purpose and effect || X || ** ELA 17: ** Chooses and uses measures ||  ||   ||   ||
 * ** ELA 9 ** : Reads effectively || / || ** ELA 18: ** Recognises and represents patterns and relationships ||  ||   ||   ||


 * === Quality Teaching Model === ||
 * **Intellectual Quality** |||| **Significance** |||| **Quality Learning Environment** ||
 * Deep Knowledge ||  || Background Knowledge || X || Explicit Quality Criteria ||   ||
 * Deep Understanding || X || Cultural Knowledge ||  || Engagement || X ||
 * Problematic Knowledge ||  || Knowledge Integration ||   || High Expectations ||   ||
 * Higher-order Thinking || X || Inclusivity || X || Social Support || X ||
 * Metalanguage ||  || Connectedness ||   || Student’s self-regulation ||   ||
 * Substantive Communication || X || Narrative || X || Student Direction || X ||

X || Kinaesthetic X || Real World Connections X ||
 * === 21st Century Learners === ||
 * Visual X || Aural

Teaching Strategies / Suggestions

 * Participation on the Role-play program can be filmed and the student's can edit it and make a short film of their Role-play activities. This film can be presented to the school or parents etc.
 * Students can film their role-play activities, edit it and make a short film. This film can be presented to the school or parents etc..
 * Students can take digital photos of their role-play activities and make a digital book or PowerPoint presentation about the role-play activities and what they learnt
 * Students can make costumes and props to enhance their role-play activities in the classroom
 * ======Students can write a narrative, stort story, poem, rap song, newspaper article etc. of their Role-play experience======
 * Students can conduct TV or radio interviews by one person taking on the role of a figure in the role-play and the other being the interviewer and then changing roles.
 * ======Students can write a journal entry and describe a day in the life of a politician from their role-play and a current politician and discuss how it would feel to work in government======
 * Students can choose a previous Prime Minister or current politician and research their lives. They can present this learning by writing a poem. legend, short story, play script, poster/collage, newspaper article or rap song etc.
 * Students can participate in parliamentary role-plays in the classroom (with pre-written scripts) and then eventually write their own scripts and have the class perform these role-plays.
 * ======The teacher can instigate a Parliamentary Club in their class (or combined with all upper primary students) that students can participate in to gain a deeper understanding of the parliamentary process.======