fbpx

Let's teach! Primary

Lesson 2

Introducing and drafting Bills

Lesson Plan

Preparation

Students will require internet access throughout the lesson.

Search YouTube for a video of Australian students role-playing the Bill process, such as ‘Role-play – from a Bill to a law for primary students’, for the conclusion activity.

Curriculum links

  • Australian Curriculum: ACHASSK146, ACHASSK137, ACHASSI123, ACHASSI124, ACHASSI126, ACHASSI128, ACHASSI129, ACHASSI133
  • NSW Syllabus: HT3-3
  • Vic. Curriculum: VCCCL012, VCHHC087, VCHHK096
  • WA Curriculum: ACHASSK146, ACHASSK137, WAHASS52, WAHASS53, WAHASS56, WAHASS59, WAHASS61

Note: Italicised links relate to HASS areas other than Civics and Citizenship.

Suggested teaching strategies

  • For the conclusion activity, students can construct their own flow chart based on the events in the role-play video for the conclusion activity.

Introduction

Display the digital lesson which introduces the drafting and approval process of Bills.

Development

Provide students with worksheets 1 and 2 to complete.

The investigation worksheet covers the layout and function of a Bill. It may be useful to view the website listed on the worksheet as a class to ensure students can navigate properly to find the answers.

Differentiation

  • Students requiring additional support can work with a partner to read through information and research. Pairs may wish to view explanatory videos instead of reading.
  • As an extension to this lesson, students can read through current Bills from the Parliament of Australia website. Discuss who initiated the Bill, if it is a proposed new law or an amendment to an existing law, what the Bill entails and which portfolio it is in.
  • An additional activity is for students to pick a current school rule (law) that they think needs amending. Prepare a proposal (Bill) for the amendment by talking to other people (committees). Type your proposal using the correct format and typography and present it to the teacher (cabinet). Complete the whole process of preparing and enacting a Bill as per worksheet 1.

Conclusion

As a class, view a video of students role-playing the Bill process. In small groups, students discuss how the role-play matches up with the process from worksheet 1.

Assessment

Worksheet 1 answers
Flow chart

Worksheet 2 answers
Across: 5. committee; 6. amendment; 8. Bill; 9. representatives; 11. clerk; 12. parliament;
Down: 1. governor-general; 2. Senate; 3. Act; 4. national; 7. Cabinet; 10. voting

Investigation worksheet answers
1. (a) Times New Roman (c) less than 9 pt (d) bold (e) bold italics
2. Arial
3. (a) the schedule, the title of the Act to be changed and the year
(b) Part 1—Amendments relating to wildlife
(c) instructions of text to be added, changed or removed
(d) Add-insert, change-substitute, delete-repeal.

Preparation

Students will require internet access throughout the lesson.

Search YouTube for a video of Australian students role-playing the Bill process, such as ‘Role-play – from a Bill to a law for primary students’, for the conclusion activity.

Curriculum links

  • Australian Curriculum: ACHASSK146, ACHASSK137, ACHASSI123, ACHASSI124, ACHASSI126, ACHASSI128, ACHASSI129, ACHASSI133
  • NSW Syllabus: HT3-3
  • Vic. Curriculum: VCCCL012, VCHHC087, VCHHK096
  • WA Curriculum: ACHASSK146, ACHASSK137, WAHASS52, WAHASS53, WAHASS56, WAHASS59, WAHASS61

Note: Italicised links relate to HASS areas other than Civics and Citizenship.

Suggested teaching strategies

  • For the conclusion activity, students can construct their own flow chart based on the events in the role-play video for the conclusion activity.

Introduction

Display the digital lesson which introduces the drafting and approval process of Bills.

Development

Provide students with worksheets 1 and 2 to complete.

The investigation worksheet covers the layout and function of a Bill. It may be useful to view the website listed on the worksheet as a class to ensure students can navigate properly to find the answers.

Differentiation

  • Students requiring additional support can work with a partner to read through information and research. Pairs may wish to view explanatory videos instead of reading.
  • As an extension to this lesson, students can read through current Bills from the Parliament of Australia website. Discuss who initiated the Bill, if it is a proposed new law or an amendment to an existing law, what the Bill entails and which portfolio it is in.
  • An additional activity is for students to pick a current school rule (law) that they think needs amending. Prepare a proposal (Bill) for the amendment by talking to other people (committees). Type your proposal using the correct format and typography and present it to the teacher (cabinet). Complete the whole process of preparing and enacting a Bill as per worksheet 1.

Conclusion

As a class, view a video of students role-playing the Bill process. In small groups, students discuss how the role-play matches up with the process from worksheet 1.

Assessment

Worksheet 1 answers
Flow chart

Worksheet 2 answers
Across: 5. committee; 6. amendment; 8. Bill; 9. representatives; 11. clerk; 12. parliament;
Down: 1. governor-general; 2. Senate; 3. Act; 4. national; 7. Cabinet; 10. voting

Investigation worksheet answers
1. (a) Times New Roman (c) less than 9 pt (d) bold (e) bold italics
2. Arial
3. (a) the schedule, the title of the Act to be changed and the year
(b) Part 1—Amendments relating to wildlife
(c) instructions of text to be added, changed or removed
(d) Add-insert, change-substitute, delete-repeal.

Student Pages

CivCit Year 6 Unit 2 Lesson 2 Intro 1

Lesson 2

Introducing and drafting Bills

CivCit Year 6 Unit 2 Lesson 2 Intro 2

Lesson 2

Introducing and drafting Bills

LOADING
0
CivCit Plain Year 6 Unit 2 Lesson 2 Slide 1

You already know that Bills can
be introduced to Parliament by parties, party members or Australian citizens.

But how is a Bill actually created?

CivCit Year 6 Unit 2 Lesson 2 Slide 2

The drafting and accepting of Bills in parliament is a complex process which involves many people.

CivCit Year 6 Unit 2 Lesson 2 Slide 3

It all begins with an idea.

Ideas for new laws or amendments to existing laws can originate from government departments and ministers, community groups, political parties or a parliamentary committee.

CivCit Year 6 Unit 2 Lesson 2 Slide 4

A short description of the proposed Bill is written by the minister’s office and sent to Cabinet, where a decision is made about whether the proposal should be included in the draft legislation program.

A full proposal is then written and submitted by the minister.

CivCit Year 6 Unit 2 Lesson 2 Slide 5

The proposal is examined by Cabinet, who consider the costs and other details to decide whether the Bill should proceed.

CivCit Year 6 Unit 2 Lesson 2 Slide 6

If the Bill is approved by
Cabinet, it is drafted by the Office of Parliamentary Counsel in accordance with detailed instructions from the minister and relevant departments.

The draft is then approved or amended by Cabinet for the final time.

CivCit Year 6 Unit 2 Lesson 2 Slide 7

Once approved, the Bill is sent back to the minister for printing.

CivCit Year 6 Unit 2 Lesson 2 Slide 8a

The final version of a Bill is a document which includes some or all of the following features:

the title (which describes the content and includes the year)

the date by which the Act is expected to be enacted

CivCit Year 6 Unit 2 Lesson 2 Slide 8b

a list of definitions or a glossary

a schedule with more complex details listed in the appendices

clauses, sub-clauses and paragraphs outlining what
the Bill is about and how it
will work as a law

CivCit Year 6 Unit 2 Lesson 2 Slide 9

The printed Bill is debated in parliament by the House of Representatives and the Senate.

CivCit Year 6 Unit 2 Lesson 2 Slide 10

When both parties approve the Bill, it is signed by the governor-general on behalf of the Queen and becomes law.

CivCit Year 6 Unit 2 Lesson 2 Slide 11

As you can see, the drafting and approval of a Bill is a
fairly long process that sees the document pass through many hands.

CivCit Plain Year 6 Unit 2 Lesson 2 Slide 12

Why do you think this process is so long and thorough?

CivCit Year 6 Unit 2 Lesson 2 Final Slide

Lesson 2

Complete

POWERDOWN
100
Exit full screenEnter Full screen
previous arrow
previous arrow
next arrow
next arrow

Downloads

Worksheet

Activities for students to complete

Investigation Worksheet

An additional activity to consolidate learnings

Scroll to Top