08.+Hands-on+Lesson+Plans+-+from+the+Parliamentary+Education+Office

=Hands-on Lesson Plans - from the Parliamentary Education Office=

[[image:http://www.peo.gov.au/images/layout/icon_holp.jpg width="125" height="82" align="right"]] Description of Resource:
Hands-on Lesson Plans is a resource from the Parliamentary Education Office (PEO). These hands-on lessons encourage investigation of parliamentary principles, concepts and processes through highly interactive and student focused activities such as parliamentary role-plays, teamwork, speeches and debate. They are designed to make teaching the core functions of federal Parliament an enjoyable and easy exercise. The series includes 12 separate lessons across six themes: Political Movements, Representation, Transparency, Executive Government, Legislation and The Constitution.

For a copy of the entire 12 hands on lesson plans click onto the link below:



Hands-on Lesson Plans http://www.peo.gov.au/teachers/holp Produced by the Parliamentary Education Office, 2006-2007

For **other great resources** click onto the link for the Parliamentary Education Office website below [|Link to Parliamentary Education Office Resources]

For example: Two other resources on the Parliamentary Education Office website is the **Role-Play tool kit** and the **Closer Look Series**. To find out more about these resources go to the Role-Play Toolkit and Closer Look Series pages on this Wiki.

Age & Stage Appropriate:
The Hands-on Lesson Plans are specifically designed for secondary teachers. However, it is also an excellent resource to use __for upper primary students and their teachers__ because they give the basic facts of the parliamentary system in Australia and detailed lesson plans with a lot of student activities and resources to assist the teacher. These basic facts and background information are invaluable for a teacher who is going to be teaching this subject to their students. This resource is easy to read and user friendly.


 * === 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 ||  || ** 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 ||  || ** 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 || X || Background Knowledge || X || Explicit Quality Criteria ||  ||
 * Deep Understanding || X || Cultural Knowledge || X || 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 ||  || Narrative || X || Student Direction || X ||

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

=
There are many teaching and learning strategies and suggestions in the lesson plans for the whole class as well as extension activities. For example, the **Main activities** in the first lesson plan about political parties suggest to: ====== > university entrance, cost of music CDs, terrorism etc.) > security etc.) > students to act as Independents (members of parliament who do not belong to a party) > reflects the party’s priorities and to present an election campaign speech of 2 to 5 minutes.
 * Ask students: What’s your cause? What big issues do you care about? (climate change, youth wages,
 * Group like issues under 3 or 4 subject headings. (environment, youth affairs, economic growth, national
 * Group students into parties based on shared views and concerns. Parties may vary in size. Retain two
 * Ask students to determine a party name, to select a spokesperson, to develop a party platform which
 * Hear each presentation and allow time for peer review.

**Extension Activities**
> which best portrays their party’s political principles. > five point outline, a rationale and an implementation plan
 * Ask students to create an illustrated poster including text, colour, image and an instructional design
 * Ask students to research an issue and to create a policy statement to address the problem. Include a

Extra Teaching Strategies / Suggestions

 * 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 participate in debates about different political topics - e.g: the pros and cons of compulsory voting
 * Students can conduct TV or radio interviews by one person taking on the role of a historical parliamentary figure and the other being the interviewer and then changing roles
 * Students can write a poem, legend, short story or news articles about some aspect of politics that they find interesting
 * 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.
 * Students can write a journal entry and describe a day in the life of a politician and discuss how it would feel to work in government
 * Studemts 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, political cartoon or rap song etc..
 * ======Students can build a model of the current Parliament house or one that they design======
 * ======Students can research background information and statistics about an aspect politics in the lesson plans and create a graph to represent the information======
 * ====== 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.======