02.+Excursions+-++National+Electoral+Education+Centre+Canberra

== =National Electoral Education Centre – Canberra=

Description of Resource:
Conveniently located in the heart of the Canberra parliamentary triangle, the National Electoral Education Centre (EEC) is a fun and interactive way to learn about Australia's electoral system.

The Experience
During a visit to the National EEC participants will have an opportunity to:
 * Enjoy a spectacular multi-media presentation on the history of democracy and elections in Australia in a purpose-built theatrette
 * Enhance their knowledge of the electoral process through hands-on activities in our Discovery Zone
 * Vote in an election and experience first-hand the electoral process and allocation of preferences.

Curriculum links
All programs are conducted by an experienced Electoral Educator and provide curriculum links to units on Democracy, Civics and Citizenship and courses in Australian Studies, Politics and Legal Studies.

Our Programs
The EEC offers a range of programs designed to suit various ages and interests. You can choose from: >
 * **House of Representatives** – highlights preferential voting and explores the concept of representation in the House of Representatives and the Senate. Participants vote in a House of Representatives election scenario and count the votes. //Suitable for all age groups.//
 * **Referendum** – explores the concept of Constitutional change with participants voting in a referendum scenario and counting the votes. //Suitable for all age groups, especially participants who have prior electoral knowledge.//
 * **Senate** – highlights proportional representation and explores the concept of representation in the Senate and House of Representatives. Participants vote in a Senate election scenario and count the votes. //Suitable for senior secondary, tertiary and adult groups.//
 * **Eligible Elector** – specifically designed for young people / adults who are soon to be (or are already) eligible voters. The concept of representation in the Senate and House of Representatives is explored and the voting process and scrutiny for both the House of Representatives and the Senate are illustrated. //Suitable for senior secondary, tertiary and adult groups.//
 * **Personalised Election** – provides for a “real” election, e.g. Student Representative Council, with an emphasis on the House of Representatives voting process using a personalised election scenario. //Suitable for all ages, but conditions apply – please consult EEC staff.//

Booking are essential: Book your session on 1800 020 067
[|Link to National Electoral Education Centre]

Age & Stage Appropriate:
A visit to the National Electoral Education Centre is 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 ||  || ** 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 || X || Background Knowledge || X || Explicit Quality Criteria ||  ||
 * Deep Understanding ||  || 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 || X ||
 * Substantive Communication || X || Narrative || X || Student Direction ||  ||

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

Teaching Strategies / Suggestions

 * Students can film their excursion and edit it and make a short film. This film can be presented to the school or parents etc..
 * Students can take photos during the excursion and make a digital book or PowerPoint presentation about the excursion and what they learnt
 * Students can answer a questionnaire and write an account of the video they watched about the history of democracy and elections
 * Students can write an account and debate about the voting process - include the pros and cons of compulsory voting.
 * Students can fill our a questionary during the excursion and after the excursion to show their learning through the hands-on activities in the Discovery Zone
 * Students can build a model, make a collage, draw pictures etc. of Old Parliament House and New Parliament House and compare and contrast
 * 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, newspaper article, political cartoon, short story, rap song etc. about a historical figure and/or event in Australian politics
 * 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.