09.+DIY+Role-Play+in+the+Classroom+Toolkit

=Role-play toolkit for DIY role-play in the Classroom= This resource has been created by the Parliamentary Education Office to be used by teachers and students in the classroom.

Role-play toolkit information:
The Role-play Toolkit is a resource designed to help teachers run a parliamentary role-play in their classroom. The Parliamentary Education Office (PEO) has found that the role-play is activity based learning at its best.

The Role-play Toolkit is very user friendly and provides the teacher with everything they need to run Role-play sessions in the classroom. The Role-play Toolkit is designed to make the teachers job easier and to enrich the role-play through the provision of resources that: Please see [|DIY: Role-play in the Classroom] for complete instructions and guidelines for teachers running their own classroom role-plays.
 * motivate students to engage in the activity
 * enhance meaning and therefore learning
 * facilitate an integrated curriculum
 * give the role-play authenticity.

There are many diagrams from the DIY Role-play in the Classroom toolkit that will assist with doing the Role-plays - such as seating arrangements etc... Click onto the link below to access all the diagrams. [|Description of diagrams from DIY Role-play in the Classroom]

DIY role-play in the Classroom:
This section shows you how to run a parliamentary role-play and answers all your questions with detailed instructions, support information, hints and tips. See [|Role-play Toolkit] for a complete set of role-play resources and do-it-yourself accessories including videos, scripts, room layouts, bill suggestions, bill writing templates and instructions to make your own parliamentary props and gowns.

Role-play Toolkit contains the following links and printable resources:
 * ~ Resource ||~ Description ||
 * __[|Videos]__ || This links to a range of videos, featuring a role-play in action as well as a series explaining how parliament works. ||
 * [|Scripts] || This section contains all the scripts teachers need for the PEO’s three major parliamentary role-plays: the Law-making Role-play, Question Time Role-play and Committee Role-play in either the House of Representatives or the Senate. Scripts help the role-play run itself so teachers should print them first! Each script models the language of the Parliament in a way that is easy to follow and read without loss of authenticity. ||
 * [|Quick Guides] || This section is designed to help teachers understand each role-play at a glance. It includes A Quick Guide to the Law-making, Question Time and Committee Role-play in the House of Representatives and in the Senate. ||
 * [|Seating Plans] || This section shows teachers how to turn the classroom into a chamber or committee room using nothing more than a few desks and chairs! Seating plans are provided for the Law-making, Question Time and Committee Role-play in either the House of Representatives or the Senate. ||
 * [|Make it Yourself] || This section contains easy to understand instructions, diagrams and patterns for making parliamentary props and costumes including robes for the Speaker, Clerk and Serjeant-at-Arms. Download this section to fit-out a class in authentic parliamentary style! A brief explanation of the traditional attire and symbols of the chambers is also included. ||
 * [|Diagrams] || This section contains several diagrams designed to make clear important parliamentary concepts such as accountability, representation and the passage of a bill. ||
 * [|Templates & Suggestions] || This section contains a range of templates and suggestions to help teachers prepare for a PEO role-play, or even to help prepare a role-play on a topic decided by the teacher and students. Look here to find out how to write original bills for debate, questions to ministers and statements to present to committees and for a range of other role-play suggestions. ||
 * [|Assessment Rubrics] || This section contains three assessment rubrics to guide your assessment of your students’ parliamentary knowledge, literacy skills and capacity to work with others. ||

Click onto the link below to connect to the Role-play toolkit main page [|Role-play toolkit main page]

Please see [|DIY: Role-play in the Classroom] for complete instructions and guidelines for teachers running their own classroom role-plays.

Which role-play? Choice of Scenarios:
The federal Parliament uses a set of processes to make decisions in the national interest and another set to comment on the appropriateness of these decisions. The following role-plays draw on a variety of skills to bring life to decision making and accountability in the parliamentary context. The various role-play scenarios include: Law-making; Question Time; Committee and other mini role-plays that explore other opportunities for members of parliament to talk about important issues. Students speak about any topics that are important to them.

Click on the link below to go directly to the webpage that list the different Role-play scenarios available [| Which Role-play]

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 **Closer Look Series** and the **Hands-on Lesson Plans**. To find out more about these resources go to the Get Parliament and Hands-on Lesson Plans pages on this Wiki

Age & Stage Appropriate:
Participation in the in-class Role-Plays are most beneficial to students in upper primary school (lower high school aged students would also benefit). The Toolkit is very user friendly and provides the teacher with everything they need to run Role-play sessions in the classroom.


 * === 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 take photos during the Role-play and make a digital book and/or PowerPoint presentation about their role-play experience and what they learnt======
 * ======Students can write a short story, narrative account, poem, poster/collage or rap song about their role-play experiences and how they felt======
 * ======Students can write a journal entry and describe a day in the life of a Politian and discuss how it would feel to work in government======
 * ======Students can fill our a questionary before and after the role-play to demonstrate their learning======
 * Students can make costumes and props to enhance their role-play experiences
 * Students can write their own role-play scripts and have the class perform these role-plays.
 * Students can take on the role of a character from the role-play activities and conduct TV or radio interviews, adlibbing the questions and answers
 * Students can write a poem, legend, short story or news articles about some aspect of the role-play topic
 * ======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.======