01.+Excursions+-+Australian+Parliament+House

=**Australian Parliament House - Guided tour & Role-play program**=

This is one of many excursion options and places to visit in Canberra that will assist with a SoSE unit of work focusing on Civics and Citizens:

Description of Resource:
A trip to the Australian Parliament House will enhance student's understanding of how politics and democracy work in the Australian government. There are educational programs offered to students who are visiting that are highly recommended - For example a guided tour and the Role-play program.

For more information click onto the links below - the Australian Parliament House main page and the visitors and education pages [|Australian Parliament House main page]

[|Parliament house visitors]

[|Parliament house education]

= =

Role - play Program
Australia's Parliament House have been delivering a role-play program for 20 years. Each year over 90,000 students participate in our role-play programs. The total number of students who have participated in role-plays at APH since day one in 1988 is 1,462,275. The role-play gives students from all over Australia the opportunity to __experience what it's like to be a parliamentarian__ or an official working in the federal Parliament. The role-play explores the four main functions of the federal Parliament: Role-plays are facilitated by experienced educators and take place in a simulated parliamentary setting, complete with costumes and props. Our educators will guide your class through the program and assist students with written or oral instructions as required. The role-play sessions run for one hour, on the hour, 9am - 5pm weekdays. Bookings are essential and you are advised to book well in advance. Book by calling the Office of the Sergeant-at-Arms: 1800 646 337 (toll free) or (02) 6277 4570. The size of the group can be anywhere between 20-50 students, but sometimes circumstances may require larger or smaller groups. The average size of a role-play group is 36 students. Teachers are invited to photograph and video their students during the role-play so that the experience can be discussed back after the excursion.
 * making and amending laws
 * representing the people of Australia
 * forming the government
 * scrutinising the work of the government.

Click on the link below to find out more about the Role-play program at Australia's Parliament House [|Link about Role-play Program] Click on the link below to view a video of students participating in the Role-play Program [|Link to Video of Role-play]

Age & Stage Appropriate:
A visit to Australia's Parliament House is beneficial to students in upper primary school (lower high school aged students would also benefit) who are studying Civics and Citizenship.


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

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 guided tour and role-play program and make a digital book and/or PowerPoint presentation about the excursion and their role-play experience and what they learnt======
 * ======Students can write a short story, narrative account, poem, poster/collage or rap song about their excursion and role-play experiences and how they felt======
 * ======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======
 * ======Students can fill out a questionary before and after the excursion to demonstrate their learning======
 * Students can participate in role-play in the classroom (with pre-written scripts) and then eventually write their own scripts and have the class perform these role-plays.
 * Students can take on the role of a character from the role-play activities, research that person 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 parliament that they found interesting
 * ======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.======