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Year 7unit overview — Australian Curriculum: Civics and CitizenshipSource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10,<www.australiancurriculum.edu.au/History/Curriculum/F-10>.

School name Unit title Duration of unit

St John’s Primary School Key Features of the Australian Government and Constitution 1 Term (9 weeks)

Unit outline

Statement of intention

Within this unit, students will examine the key features of the Government under the Australian Constitution. They will focus on the division of powers and the separation of powers. They will look at the roles and responsibilities of the Governor General, the House of Representatives and the Senate within the Australian Government. Students will develop an understanding of these key features through inquiry based learning and assessment, field experiences, group work and the use of ICT. Students will display and communicate their understanding of this topic through the completion of an in class quiz and the research and design of a brochure addressing one key participant of the Australian Government. This brochure will be used by the teacher to assess each student’s learning and understanding.

This unit is important for children to learn and understand as it informs them of the processes involved in the running of their country. For children to be active citizens in their country and to vote responsibly with full understanding, they must have a firm grasp on the processes that guide Australia’s government and laws.

The unit allows children to form a deep understanding about the workings of the Australian government; a skill that is relevant for their curriculum outcomes and for their future contribution to society. The unit contributes to achieving school and sector priorities by including a large number of links to other learning areas (stated below) and teaching the values that underline and inform Australia’s government.

Unit Goals

By the end of this unit students will have an understanding of the separation of powers into legislative, judiciary and executive. They will be able to identify key participants within each branch of the government and will be able to describe the roles and responsibilities of the Governor General, the House of Representatives, and the Senate. Students will through inquiry based lesson acquire knowledge of how the government’s powers are divided at federal, state and local levels. Furthermore they will be able to identify quality sources for their assessment and class work through the use of ICT. They will

Queensland Studies AuthorityMarch 2012 |1

Unit outline

demonstrate their abilities to work collaboratively with peers but independently as well.

Content/concept statement

Concept: Key features of the Australian Constitution

Underpinning factual basis:

Separation of powers – three branches of government (executive, judiciary and parliament) Division of powers – federal, state and local House of Representatives- key roles and responsibilities and some participants Senate – key roles and responsibilities Governor General – key roles and responsibilities

Key Inquiry Questions

What is the Australian Constitution? What are the key features of the Australian Constitution? Who are the key participants of the Australian Government? What are the main roles and responsibilities of the key participants of the Australian Government? What is the separation of powers? Who are the members of each branch of the separation of powers? What are the roles and responsibilities of each branch of the separation and how do they differ? What is the division of powers? How does the division of powers work? What are the roles and responsibilities of each level of the division of powers? How does the separation of powers work to prevent the excessive concentration of power? How does the role of the Governor General relate to the Queen of England? What is the influence of the Senate?

2 | Year X unit overview Years 7–10 Australian Curriculum: History

Identify curriculum

Content descriptions to be taughtGeneral capabilities and cross-curriculum prioritiesCivics and Citizenship Knowledge and

UnderstandingCivics and Citizenship Skills

The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Houses of Parliament, and the division of powers(ACHCK048)

Develop a range of questions to investigate Australia's political and legal systems(ACHCS054)

Identify, gather and sort information and ideas from a range of sources(ACHCS055)

Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)

Reflect on their role as a citizen in Australia’s democracy (ACHCS060)

Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059)

Literacy

ICT capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding

Historical Understandings

☐ Evidence

☐ Continuity and change ☐ Cause and effect ☐Perspectives ☐Empathy ☐Significance

☐Contestability

Achievement standard

By the end of Year 7, students explain features of Australia’s system of government, and the purpose of the Constitution in Australia’s representative democracy. They explain how Australia’s legal system is based on the principle of justice. Students identify the importance of shared values, and explain the diverse nature of Australian society.

When researching, students develop a range of questions and gather and analyse information from different sources to investigate Australia’s political and legal systems. They consider different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives to develop solutions to an issue. Students develop and present arguments on civics and citizenship issues using appropriate texts, terms and concepts. They identify ways they can be active and informed citizens.


http://www.australiancurriculum.edu.au/Glossary?a=F10AS&t=Identify

http://www.australiancurriculum.edu.au/Glossary?a=F10AS&t=Develop


http://www.australiancurriculum.edu.au/Glossary?a=F10AS&t=Investigate

http://www.australiancurriculum.edu.au/Glossary?a=F10AS&t=Analyse


http://www.australiancurriculum.edu.au/Glossary?a=F10AS&t=Explain

http://www.australiancurriculum.edu.au/Glossary?a=F10AS&t=Identify



http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHCS059

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Citizenship

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Civics


http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Democracy

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Citizen






http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHCK048

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Division%20of%20powers

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Separation%20of%20powers

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Constitution

Relevant prior curriculum Curriculum working towards

YEAR 6 CIVICS AND CITIZENSHIP CONTENT DESCRIPTORS

The key institutions of Australia’s democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia’s federal system (ACHCK036)

The key values that underpin Australia’s democratic system of government (ACHCK022)

The roles and responsibilities of electors and representatives in Australia’s democracy (ACHCK023)

The purpose of government and some familiar services provided at the local level (ACHCK011)

How and why decisions are made democratically in communities (ACHCK001)

YEAR 8 CIVICS AND CITIZENSHIP CONTENT DESCRIPTORS

How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action (ACHCK062)

How laws are made in Australia through parliaments (statutory law) and through the courts (common law) (ACHCK063)

The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law (ACHCK064)

Bridging content

Knowledge:Vocabulary understanding – executive, judiciary, parliamentary, constitution, law (bill), legislator, state, local, federal, roles and responsibilities, government, parties, ministers, politics, politicians, Governor General, House of Representatives, Senate.

Skills:Ability to find valid resources through print and ICT researchAbility to take relevant and useful notesAbility to reference resources and findings

Links to other learning areasSCIENCE:

Use and influence of science



http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Customary%20law

http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Law




http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Common%20law



http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Direct%20action






http://www.australiancurriculum.edu.au/Glossary?a=CNC&t=Electors



Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)

Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

ENGLISH:

LANGUAGE

Text structure and organisation

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)

LITERATURE

Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

LITERACY

Interacting with others

Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)

Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)


Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

GEOGRAPHY:

Unit 2: Place and liveability

The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043) The influence of accessibility to services and facilities on the liveability of places (ACHGK044) The influence of environmental quality on the liveability of places (ACHGK045) The influence of social connectedness, community identity and perceptions of crime and safety on the liveability of places (ACHGK046) The strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)

Interpreting, analysing and concluding

Analyse geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends and infer relationships (ACHGS051)

Reflecting and responding

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

HISTORY:

Historical questions and research

Identify and locate relevant sources, using ICT and other methods (ACHHS208)

Analysis and use of sources

Locate, compare, select and use information from a range of sources as evidence(ACHHS210)

Explanation and communication


Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)

HEALTH AND PHYSICAL EDUCATION:

Contributing to healthy and active communities

Plan and use health practices, behaviours and resources to enhance the health, safety and wellbeing of their communities (ACPPS077) Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078) Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)


Assessment

Describe the assessment Assessment date Make judgments

ASSIGNMENT 1: QUIZ RELATING TO INQUIRY QUESTIONS

For this assessment task students will be required to complete a class quiz about what they have learnt thus far. They will be expected to respond to questions framed around the key inquiry questions formulated by the students in the 3rd lesson. The quiz will take place in class and will occur for 30 minutes (lesson 15).

At the end of the quiz the teacher will gather the students’ quiz papers, mark them and give them back to the students by the next lesson. The teacher will have marked the responses and written the correct answer besides a wrong answer if applicable. Also if more detail should have been given, the teacher will provide this as well. This task has been designed to provide students with the opportunity to receive feedback from their teacher regarding their understanding of the concepts at that point in time.

The quiz will be marked by the teacher out of a score of 20 and will then be included in their portfolio of work for that semester. The teacher will keep a record of the students’ responses and use the information gathered from this task to determine if any specific areas need to be covered again in the case of mass misunderstanding. This task while being summative will also be formative in terms of the teacher’s planning for the remainder of the unit.

This task will accommodate students who struggle with quizzes as it will take place when a teacher aide is in the classroom. The teacher aide will help the student read the question and write the answers if necessary, but the actual responses will need to come from the student themselves without any assistance. Furthermore the time frame of 30 minutes will be extended for certain students who need it. As the questions will be open-ended, students who excel will have the opportunity to demonstrate the breadth of their understanding very easily.

Conditions of the assessment: Format – quiz with 10 short response questions Length – 30 minutes will be given Scope – identification and explanation of the key features and participants within

the Australian Constitution Resources required – quiz papers, writing implements, teacher checklist.

The quiz will take place during lesson 15

Specifically assessed content descriptors The key features of government

under the Australian Constitution with a focus on: the separation of powers, the roles of the Houses of Parliament, and the division of powers (ACHCK048)



Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059)

Task-specific descriptors of quality: Student has responded thoroughly to

questions posed to them in the format of a quiz.

Student has been able to apply knowledge that they have gathered and synthesised this into their own responses.

Student articulates responses well through the use of correct spelling, punctuation and grammar.














Assessment

ASSIGNMENT 2: BROCHUREFor the second assignment task, students will be required to create a brochure addressing one key participant within the Australian Government. In class students will have investigated the participants broadly however they will be expected to do additional research in class lessons as well as at home. They will be given time in class and homework time to construct their brochure.

Students will have a choice of which participant they wish to research, however they must choose one of the following: Governor General, House of Representatives, the Senate or the Prime Minister. In the brochure they must address the key questions of:

What are the participant’s key roles within the Australian Government? What are the participant’s key responsibilities within the Australian

Government? What is their position within the three branches of the Australian

Government? Is their role similar to one within the state government systems? Who currently is in that role within the Australian Government? (if students

choose the senate or house of representatives, they must mention some examples of who is there)

During the writing process of the brochure students will be given the opportunity to receive feedback for the assignment once they have completed their draft of their brochure. Students will be required to create a hand-written one first. At the completion of this the teacher will provide feedback regarding the information within it and the use of proper Standard English. Feedback will be provided once again at the end of the assessment once it is marked through the rubric. The teacher in addition to mark the rubric will be required to write notes to help the students with future assessment tasks.

The completed brochure will be assessed using a 5-point rubric. Students will be assessed for their ability to find relevant and appropriate sources that provide information about their participant. They will be assessed on their synthesis of this information in answering the set questions provided on the tasksheet. The students will also be assessed on their ability to create an eye-catching and well laid out brochure. While the assessment task is for Civics and Citizenship they will be also assessed on their ability to use correct grammar, spelling and punctuation.

Students will be given the assessment task during the first lesson of Apply and Take Action (lesson 17). Students will use information gathered during previous lessons as well as other information gathered individually to complete the task.

The due date of the assessment will not be until the students have had ample time to research and complete the task which will be at the end of lesson 22.

Specifically assessed content descriptors The key features of government

under the Australian Constitution with a focus on: the separation of powers, the roles of the Houses of Parliament, and the division of powers (ACHCK048)



Task-specific descriptors of quality: Student has developed a well-

researched brochure clearly explaining the roles and responsibilities of one key participant with the Australian Government.

Student has written the brochure using correct vocabulary, punctuation, spelling and grammar.

Student has designed a well-laid out eye-catching brochure.

Student has addressed all questions set-out in the assessment task sheet.











Assessment

This assessment will meet the varied needs of the students as it can be adapted. Students who perform well and wish to excel are given the opportunity to do additional research for the task. Additional research will be visible through the type of information portrayed within the brochure and this will equate to a better result. In comparison for lower-achieving students they will still be given the chance to pass as they will be able to gather enough information for the task through class work and resources provided. Also as one element of the criteria is the design and layout of the brochure, it will give students who excel in that area an opportunity to perform well and demonstrate what they are capable of doing.

Conditions of the assessment: Format – written brochure addressing one key participant within the Australian

Government Length – A4 double page Scope – Outlining the roles and responsibilities of one key participant within the

Australian Government. Resources required – paper, computers, writing implements, assessment rubric

and research materials.

How supportive and positive learning environments will be created

Supportive and positive learning environment will be created through several strategies: When group work is occurring students will be placed in mixed-ability groupings to ensure that students who struggle have the support from a more

capable peer. The teacher will always be available to help however having mixed-ability groups will help to ensure students who struggle are not left behind.

When there are support teachers available these teachers will work with students who struggle to help scaffold their work. Students who excel will be given the opportunity to do so through the assessment as while there are guidelines these are relatively open-ended therefore

these students will be given the opportunity to demonstrate their abilities. During group discussions, students will feel safe and supported as at the beginning of the year, the teacher will have outlined expectations for these

sessions and how there are never wrong answers and no students’ responses should ever be made fun of. When students research using the internet they will be monitored to ensure that they use the internet safely. They will have all participated in a safe web

use session.


Lesson Number:

Stage of social investigation strategy

Learning Objectives for Lesson

Lesson Description Resources Assessment

1(20 mins)

Identify and negotiate topic

Students will have the opportunity to demonstrate their ability to:

Articulate their prior knowledge of the government, including who is involved, what they do, the differences and who and what is involved in the local government.

Participate in group discussions (taking turns and sharing relevant information)

Focus: To engage students in the topic of the Australian Government and to assess their prior knowledge

1. Gain students’ attention. Have students sit at their desks.

2. Write on the whiteboard ‘Government’ and brainstorm with students what they know about the government already.

3. Discuss with students and look for responses relating to:

Who is involved? What do they do? The different levels Who and what is

involved in our local government?

4. Write all students’ responses down regardless of whether or not they are right or wrong.

5. Create a KWL chart on the whiteboard and with students convert information from brainstorm onto the ‘K’ part of the chart.

6. Once the ‘K’ column is completed, with students, brainstorm questions for the ‘W’ column. Write all responses down on another piece of paper at first. Then with students merge similar questions and list these on the chart.

Butchers paper Writing utensils Whiteboard

Observation of: Students’

responses Group work

Record of: Group

participation Responses Gaps of

knowledge


7. Explain to students that through this unit they will investigate these questions.

2(60 mins)

Explore Students will have the opportunity to demonstrate their ability to:

Comprehend questions and answer them with detailed information

Work cooperatively within their groups

Participate within a class discussion appropriately

Focus: To engage students in the topic of the Australian Government and to assess their prior knowledge

1. Gain students’ attention and ask them to sit on the floor.

2. Explain that today they will be exploring what they know about the Australian Constitution.

3. Inform the students that in groups they will be given a piece of paper with a question on it and that they will need to write everything they know about it down. They will be given 5 minutes for each piece of paper.

4. Divide students into groups of 3 ensuring that there is a mixture of ability levels in each group.

5. Allow students to move to different parts of the room.

6. Handout the butchers paper with the questions on it.

7. Allow 5 minutes for the students to write down their ideas. After 5 minutes rotate the pieces of paper around.

8. Continue step 7 until all groups have had each piece of paper.

9. When the piece of paper is returned to its original group have each group read out the responses.

10. Discuss these with the whole class.

Butchers paper with questions:o What is the Australian Constitution?o What does the Australian Constitution

stipulate?o Who is a part of the Australian

Government and what are their roles?o Who is the Governor General and

what is their role within the Government?

o Identify the three levels of the government and what their roles are?

o How does the Australian Government affect you?

o Who is involved in making laws?o What is the separation of powers?o What is the difference between the

Australian Government and the Australian Parliament?

Writing implements Classroom in group arrangements

Observation of Students’

responses Students’ ability

to work in small groups

Students’ ability to participate in class discussions

Record of Students’ prior

knowledge


3(40mins)

Frame And Identify


Participate in class discussion

Formulate relevant inquiry questions

Recall information from previous lessons and recent excursion

Focus: Explore the Australian Constitution and what are the key features

1. Gain students’ attention.2. Have students sit on floor.3. Explain to the class that the

group is now going to discuss and frame some questions that will guide the rest of the unit about the Australian Constitution, the Separation of Powers, the Division of Powers and the Governor General.

4. Explain that the questions can come from anything that was experienced on the excursion, about any terms and concepts they have heard in the previous lessons, or about any of the words that are up and around the room.

5. Write down the questions and work together to edit and combine them to form inquiry questions.

NB: Be familiar with set inquiry questions and scaffold the students’ responses to fulfil the unit outline.

Flashcards with relevant words displayed around the room to scaffold inquiry questionso Constitutiono Governmento Governor Generalo Division of Powerso Separation of Powerso House of Representativeso Senate

Whiteboard marker Whiteboard/smart board

Record of Students’

responses in their booklet

Record of students’ ability to Use previous

learnings to construct relevant inquiry questions

Edit and reconstruct questions based on similarity and relevance

4(Whole Day)

Explore Students will have the opportunity expand their knowledge in regards to their local parliament

Focus- Explore local parliament

1. Have all students arrive at school at 8:30am for departure to their local parliament.

2. Once all students have arrived at

Class roll First aid kit Class emergency contact lists Writing utensils Students’ SOSE books Students’ writing utensils


responses in their booklet


school, mark the roll and make sure all permission notes have been returned to the school. If students have not returned permission notes they cannot go on the excursion.

3. Ensure all students have their bags, there are first aid kits and a copy of all students’ emergency numbers are in the teacher’s possession.

4. Move all students onto the bus safely.

5. Once on the bus, hand out the parliament booklets.

6. Read through the booklet with all students.

7. Ensure all students are being sensible while on the bus.

8. At the local parliament go through all the rules with the students about how to act and represent the school when out in public.

9. Go through the local parliament with the tour guide and get students to complete the workbook answering the questions.

10. The questions in the book are directly from the tour so all questions have answers.

11. Once the tour is over get all students to line up near the bus and re-mark the role to ensure all students are there.

12. Once returned to school make sure all students return to their classroom in a safe and orderly manner.

Class set of Parliament work booklets.


5(50 mins)

Gather Information

Students’ will have the opportunity to demonstrate their ability to:

Comprehend what the principle of what separation of powers is

Participate in group work and discussions

Identify and use relevant resources to successfully answer posed questions

Focus: students explore the principle of separation of powers and gain a greater understanding of it

1. Gain students’ attention2. Ask students to tell you what topic

they are investigating for Civics and Citizenship.

3. Explain that students in pairs will need to research the principle of separation of powers and how it works within the federal government of Australia.

4. Distribute worksheet with research questions and as a class read through each of the questions. Allow time for students to ask clarifying questions.

5. Students are given a worksheet that has question based on the inquiry questions they came up with in lesson 4.

6. Split the class into groups of 2 and allocate half the class to computers and half the class to books.

7. Allow 20 minutes for students to research and answer the questions in their pairs.

8. Move around classroom to monitor that students are on task and provide assistance where necessary.

9. After 20 minutes have students switch. Those who had been using computers will now use books and vice-versa.

Writing implements laptops/iPads/computers SOSE workbooks Books e.g. Law and Order: The

Parliamentary System by Leela Burnscott Worksheet with questions:

o What is separation of powers?o How does it work within Australia?o What are the three branches?o What is the role of the executive?o Who are members of the executive?o What is the role of the parliament?o Who are members of the parliament?o What is the role of the judiciary?o Who are members of the parliament?o How does the separation of powers

prevent excessive control within the government?

Butchers paper

Observation of Group

collaboration and discussions

Record of Their research

and use relevant sources

How they answered the required questions correctly


10. After 20 minutes again bring students back together as a class.

11. As a whole group discuss the information and collate the information on a class mind map (this mind map will be displayed within the classroom)

6(90 mins)

Mini Analyse Info

Students’ will have the opportunity to demonstrate their ability to:

Recap their knowledge of separation of powers

Participate in class role play

Focus: Students develop an understanding about how the Australian Cabinet works

1. Gain students’ attention.2. Ask them to explain the principle

of separation of powers and the purpose of it.

3. Explain to students that today they are going to look more closely at the executive.

4. Present below situation to class:If we were to split the class into two and play chess who would be responsible for making the decisions?

5. Ask students who would be responsible for making the decisions about the moves? Would it be the person with

most knowledge about chess?

Would there be an argument?

Would people just make a decision for themselves?

What about if we set a limit about how long people can take? Would effective decisions be made? How about if we made this time even shorter?

Writing utensils Plain A4 paper Butchers paper Classroom set up (meeting room style)

Observation of How students

work within small groups

How students participate within the context of a cabinet


6. Ask students to think about a situation that needs critical attention. Discuss what decisions need to be made? Discuss who would need to make these decisions?

7. Ask students who within the government is responsible for making these types of decisions (executive – cabinet)?

8. Inform students that now they are going to create their own government responsible for planning and implementing a school fundraiser.

9. Brainstorm with the class about what areas of responsibility will exist?

10. Elect ministers for each of these areas and divide the rest of the students into government departments.

11. Give students 10 minutes to discuss within their departments what they need to organise and have them create a proposal for the meeting.

12. Ask the ministers to meet as a cabinet. Have them discuss their proposals.

13. Stop students and ask them if they encountered any problems? How did they deal with this?

14. Present each minister with a scenario that will disrupt their proposal? Ask ministers how they think they could deal with it? What could they do?

15. Bring students back together and


ask students: How well do you think went with

acting as an executive member? How well do you think you did

representing your party’s best interests?

Did you consult with your departments at any time? Did you need their help?

How similar do you think our scenario is to the actual Cabinets?

What sort of decision-making processes did you use? Was it similar to that discussed when talking about the chess match?

7(40 mins)

Gather Info Students will have the opportunity to demonstrate their ability to:

Comprehend information contained within a YouTube clip

Articulate the key roles and responsibilities of the Governor General through answering given questions

Focus- Governor General1. Gain students’ attention.2. Ask students to tell you what they

know about the Governor General.3. Explain that students will watch a

YouTube clip on the role and responsibilities of the Governor General.

4. Distribute worksheet with research questions on it and as a class read through each of the questions. Allow time for students to ask clarifying questions.

5. Students are given a worksheet that has questions based on the YouTube clip.

6. Allow 15 minutes for students to watch the clip and complete the questions within their workbook.

7. Move around classroom to monitor that students are on task and provide assistance where necessary.

Writing implements Worksheet with questions such as:

o What is the role of the Governor General?

o What are the Governor Generals responsibilities?

o Who is the Governor General?

Observation of Ability to

contribute to group discussion


responses to the roles and responsibilities of the Governor General


8. As a whole group discuss the questions and what students believe the answers are.

8(60 mins)


Partake in a prior knowledge quiz on the House of Reps

Behave appropriately in test conditions

Participate in class discussions

Create inquiry questions

Participate in group work

Correlate relevant research and other sources

Focus- House of Representatives

1. Gain students’ attention2. Tell students that they will be

taking a quick formative multiple choice quiz to test their background knowledge on the House of Reps.

3. The answers will be used to help the teacher organise what needs to be learnt about the House of Reps.

4. Inform students of the behaviour needed when taking the quiz- no talking to neighbours, covering work and making sure it is our own work.

5. Start the quiz.6. Collate answers on the board and

then go through and see which are right and wrong.

7. Discuss this as a class, then turn the questions that we got wrong into inquiry questions that we can use for our research on the House of Reps. This will be done as a class activity.

8. Students then will break off into small groups and do research on the questions. Their findings will be recorded in their notebooks.

9. Come back as a class and collate all of the findings underneath each question (butchers paper); all students will copy into their books.

Multiple choice quiz with questions such as:o How many representatives does

the House of Reps have?o Who are they elected by?o What are their main roles within

the government?o What is the House of

Representatives’ nickname?o What is another name for the

House of Representatives? Pencils, rubbers Whiteboard and markers or smart board Students’ notebooks Computers, laptops, iPads, books Butchers paper and markers

Observation of Students’ ability

to work in groups Group

discussions How well

students participate in class discussions

Record of Students’ ability

to change questions into inquiry questions

How well they choose their research and sources


10. The class copy will be placed up in the class for display.

9(60 mins)


Participate in class work/ discussions

Classify unknown words

Highlight key information from a handout

Write inquiry questions they will use to test the class next door

Focus- Senate

1. Gain students’ attention.2. Give students a handout on the

Senate.3. As a class read through the

handout, clarifying any words that need to be and putting them on the word wall.

4. Instruct students to individually read through the handout and highlight what they think is important information. Allow them to do this.

5. Explain to students that now individually or in pairs (however they prefer) they need to write their own quiz questions on the Senate (min 5). This can be done either in their notebooks or on ICT. Allow them to do this.

6. Have students check their questions with their peers directly next to them. Give them the opportunity to fix up questions if necessary.

7. Explain to students that now they will be moving next door to test their classmates in there about their knowledge of the Senate. Allow time for this to occur.

8. Students must give a copy to the teacher before moving to the neighbouring classroom. Also they will be required to practice asking their questions first with a

Senate Handout Highlighters Notebooks, computers, laptops, iPads

Observation of How well they

can locate and highlight important information

How well students partake in group work/ discussions

Record of The inquiry

questions they created

Group members participation with creating the inquiry questions


member of the same class.9. Once this is all completed

students may transition next door to complete the activity.

10(60mins)

Mini Analyse Info


Synthesise their knowledge on the Senate and put this knowledge into action

Participate in group work and discussions

Participate in group debates

Inform other groups on their choices/ decisions made and the reasons why

Focus- Analysing the information gathered on the Senate

1. Gain students’ attention.2. Inform students that today they will

be performing as the Senate and debate/ vote about whether or not the laws should be passed.

3. Students are broken up into small groups (chosen by the teacher) and are given a policy they need to debate and vote on.

4. All groups need to come up with pros and cons on their policy and then decide (as a group) on whether they pass the law or not. This can be done either in their notebooks or on ICT.

5. At the end of the lesson the small groups will then inform the rest of the class about their policy, the pros and cons they came up with and how they voted.

6. A class discussion about the workings of the Senate will take part at the end as well.

7. Teacher will also collect the groups Pros and Cons list with their verdict down the bottom.

List of different policies-

1. The school Board (Lower house) has just passed a new bill that says that students have to do homework every night for two hours; and if students don't do this there will be consequences

2. The school board (Lower House) has just passed a law saying that the school tuckshop will be closing (for good) because it cost too much money to fund

3. The school board (Lower House) has just passed a bill that states that every Friday will be free dress day; however it is gold coin donation to help the school raise money

Notebooks with two columns- Pros and Cons

ICT with Pros and Cons list Pencils, rubbers

Observation of Group

discussions and group work

Group decision making

How well they put this knowledge into action

Record of Students verdict

on the different policies and why

Students pros and cons list

11(40mins)


Focus- Division of Powers

1. Ask students to explain the roles of Brisbane Catholic Education, the principal and the teacher

SOSE books Writing utensils Two handouts- roles and responsibilities

to be cut out and Titles of “Federal, State and Local” to glue below

Observation of Students’ ability

to work collaboratively in small groups


Participate in class discussions

Participate in collaborative groups

Define the three levels of Government

(think, pair, share) and discuss ideas. How is each role different and similar? Who are they there to serve?

2. Have the students write down the titles “Teacher, Principal and BCE” in their books. Have them work in pairs to write what the roles and responsibilities of each title is. Why is it important to have all three levels of educators?

3. Explain that the role of BCE, the principal and the teacher is similar to that of the federal, state and local governments. (They all serve us in different ways with different responsibilities).

4. Give the students a sheet of paper with all the roles and responsibilities of the three levels of government. Have them write the three titles “Local, State and Federal” in their books.

5. Have the students cut of the roles and responsibilities and work in pairs to place them under their respective titles

6. Lead a class discussion of the students’ ideas before everyone glues their cut-outs under the titles

7. Lead a class discussion about why certain roles and jobs are the responsibilities of certain levels of government.

Ability to contribute to group discussion

Record of Ability to

understand the division of powers

Students’ ability to identify the roles and responsibilities of the different levels of Government

12(60 mins)

Mini-gather information


Focus- Invite the local member for the area to come in and interact with the children

1. Inform the class that the local member will be visiting the

Clear KWL chart Pens

Observation of Listening skills Showing respect

to the guest speaker


classroom to discuss the roles and responsibilities of the three levels of government, particularly focussing on one issue – The Education system.

2. Complete the ‘What we know” and ‘What we want to know” sections of a KWL chart in regards to the topic of the session that will take place.

Request that the local member addresses the class on the following:

1. Recapping on the three levels of government.

2. Explaining some of the responsibilities that he/she have within their community

3. Identify a key issue in Australia (Education System)

4. Question the children on how the three levels of government could work together to deal with the Education system

5. Have one child go up to the board and record the class discussion in a concept map (A recording system that has been modelled throughout the year and is very familiar to children).

6. Allow the children time to ask the local member any questions about the Education system or any other queries they may have, while they have the opportunity.

7. At the conclusion of the session, have one child prepared to thank the local member and give a small

Record of KWL chart Contribution to

class discussions


gift as a token of appreciation.

8. Complete the ‘What we have learned’ section of the KWL Chart

13(60mins)

Mini-analyse Info


Use previous knowledge and put it into action

Use relevant sources

Participate in collaborative groups

Analyse the key issue of Health and inform us on how all levels of Government treat/ deal with it differently

Contribute to class discussions

Focus: Use gathered information from local member session to analyse a key issue

1. Gain students’ attention2. Explain that the local member

yesterday discussed how the three levels of government work together in the key issues of education, and their roles and responsibilities within this.

3. Explain to the students that they will be using ICT and their previous knowledge to research the roles and responsibilities of the three levels of government on another key issue – health

4. Have the students work in pairs with iPads and laptops to research the key issue of health and the roles and responsibilities of the three levels of government within this.

5. Allow students 20 minutes to complete research

6. Come together at the conclusion of 20 minutes.

7. Record findings on smart board/white board using a concept map titled “Health and the Government”

8. Have the students copy the concept map into their SOSE booklets.

White board/smart board Pens ICT:

oLaptopso iPads

Observation of Ability to use ICT

to engage in research

Record of Ability to reflect

on prior learnings to inform research and draw conclusions


14 (30 minutes)

Analyse Information


Synthesise the information they have gathered in past lessons and put it into action through the class discussion

Participate in a whole class discussion using the appropriate social skills and rules

Focus- Discussion and Response to Inquiry Questions

1. Gain students’ attention. Ask for students to gather on the classroom floor.

2. Explain that today the students are going to be analysing the information that they have gathered in previous lessons and are going to determine whether or not they have answered their inquiry questions.

3. On the whiteboard hang the pieces of paper with the questions on them.

4. As a class have the students discuss the question and list all the information that they know about it.

5. Once the students believe that they have answered the question thoroughly, have the students formulate one sentence that can answer the question and record this on the bottom of the page in a different colour.

6. Continue to move through the pieces of paper until each inquiry question is discussed and responded to.

7. Once each piece of paper is completed hang these around the classroom.

Inquiry questions on separate pieces of paper

Teacher writing implements Space within the classroom for a whole

class circle on the floor


responses to the inquiry questions (formative assessment) N.B. if the teacher realises that the students are missing information for one of the questions another lesson will be planned to cover this.

15(30mins)

Analyse Information


Focus- Quiz on learning from the unit to date

8. Gain students’ attention.9. Explain to the students they will be

Quiz Pencils, rubbers N.B. the posters with the inquiry

questions and answers on them from

Record of Students’ ability

to participate in a test condition, answer relevant


Synthesise the information they have gathered in past lessons and put it into action by undertaking a quiz

participating in a quiz of the topics that have been covered in the unit.

10. Inform the students that this will be a formative piece of assessment that will guide the teaching of the unit and allow the teacher to reflect on the past and future teaching of this unit.

11. Hand out the quiz.12. Inform students that they will have

30mins to complete the quiz and it must be done in a test situation.

13. While students are doing the quiz the teacher will walk around to make sure everyone is on task.

14. For those students that finish the quiz early, they can move on to silent reading.

NB: The results of this quiz will help the teacher determine if there is any information that needs to be retaught or highlighted- especially if every student gets the same question wrong

the previous lesson will be taken down for this quiz

questions and complete in a specific time frame

16(90mins)

Conclude and Review


Participate in a class discussion on what they have learnt

Review what they have learnt on the parliament and its key roles and responsibilities

Focus- Role Play of Parliament

1. Gain students’ attention2. Discuss what they have learnt

about the parliament.3. Review what the parliament is and

its roles and responsibilities. Look closely at the House of Representatives.

4. Inform students that now they are going to take on the role of the House of Representatives in a role play scenario. Ask them to consider how old they would be, what their lives would be like, and

Costumes Classroom set out to match the seating

plan for the House of Representatives Pieces of paper for voting Writing implements Teacher guide: ‘Role-play lesson plan

series: for teacher’ retrieved from http://www.peo.gov.au/uploads/peo/docs/role-play-lesson-plans/PEO_role-play-lesson-plans_all.pdf

Observation of Ability to

participate within small group and whole class interactions

Record of Whether or not

students understand the role of the parliament and how it works

Which students


http://www.peo.gov.au/uploads/peo/docs/role-play-lesson-plans/PEO_role-play-lesson-plans_all.pdf



Participate in a class role play scenario

Their understanding of how laws are passed

Take on these roles within the parliament and connecting this to prior learning

what did they do before becoming members of parliament. Have students conduct a think-pair-share.

5. As a whole class discuss a range of possible laws that they could introduce into the House of Representatives. Ensure that the possible laws are relevant to the students. Have students vote on the issue they want to use for the role play.

6. Allocate positions to the students. Divide the students into government, opposition, minor parties and independents. Following this allocate a speaker, clerk, sergeant-at-arms. Within each major party have the students vote for leaders.

7. Elect a student to act as the ministers lobbying the bill and a shadow ministers.

8. Begin the role play using the guidelines from ‘Role-play lesson plan series for teachers’ p.g. 5

9. Once the role play is complete discuss with students how they felt acting as parliament.

10. Pose questions to the students regarding possible problems that could arise within the parliament when dealing with bills and how these could be dealt with e.g. if there is a tie with the vote, if an independent is undecided, etc.

11. Ask students to explain what would happen now if the bill was passed and if it was not passed.

participated in the lesson


17(20mins)

(mini-lesson)

Apply and Take Action


Make observations and critical judgements about multiple brochures

Identify similarities and differences between various brochures

Identify characteristics which make brochures successful and justify

Collaboratively construct a brochure with the support of peers and the teacher

Focus: Assessment- Modelling how to make a brochure.1. Gain students’ attention2. Have all different brochures

displayed along whiteboard3. Ask students to identify similar

characteristics of the brochures, while students are identifying write their responses on the white board.

4. Discuss with the student’s, which brochures look good, and what are the attributes that make them look good. List these on the whiteboard next to the first responses.

5. As a class work together to make a class brochure about the opposition leader using to publisher

6. Relate task back to the assessment and ask students what needs to go into the brochure.

7. Get all students to have an input of what is to go in the brochure, teacher is to select students based on their ability to answer the questions.

8. Save the brochure to the shared student folder, so all students can access this when working on their own brochure.

Assessment description sheet Notebooks, pens Laptops, computers, iPads


abilities to identify common characteristics and appropriate features of brochures

Students’ abilities to co-construct a brochure

18(45 mins)



Focus- research for the Assessment

1. Gain students’ attention.2. Inform students that today we will

Assessment description and criteria sheet

Notebooks, pens Laptops, computers, iPads

Observations of students’ ability to Remain on task

and complete individual


Compile information from sources given and individual research

Identify gaps of knowledge and undertake individual research to fill these

Identify relevant resources and gather appropriate information from these

Answer questions which are posed to them

be starting the assessment.3. Handout a copy of the criteria

sheet to all students and read through the criteria together as a class.

4. Inform students that today the main focus is researching their chosen participant within the Australian Government.

5. Inform students that because this is an assessment they will be working individually.

6. Give students a couple of minutes to look through the participants and choose the one they want to research.

7. The remainder of the class is dedicated to gathering information and research- both through books and ICT. This can be done either in their notebooks or on a Word format.

8. Throughout the lesson, the teacher will walk around and make sure all students are on task and answer any questions/queries.

9. At the end of the class inform students that for those that need more time researching, they can continue researching at home (or if they don’t a internet access, other available time will be allocated)

Relevant sources, books research


research Students’ ability

to research successfully

19(45 mins)



Comprehend an

Focus: Assessment – Begin Drafting

1. Gain students’ attention.2. Inform them that this lessons focus

is on beginning the draft for their

Assessment description and criteria sheet

Notebooks, pens Laptops, computers, iPads Relevant sources, books


comprehension of the task

Students’ ability to synthesise


assessment task Synthesise

information from research into their own words

Construct a relevant draft of their brochure

Meet the required expectations of the task

brochure.3. Inform students that they must have

all the research they need because they will not get another chance for more gathering of information.

4. Inform students that they also need to make sure they are always referring back to the criteria sheet when it comes to designing their brochure.

5. They have all lesson this lesson to work on a draft.

6. Ensure students are aware that they have this lesson and the next lesson to work on their draft, so there is no need to rush through and finish it within this lesson.

information into their brochure


progress towards final copy (teacher checklist)

20(45 mins)



Synthesise information from research into their own words

Construct a relevant draft of their brochure

Meet the required expectations of the task

Finalise their draft in the set time frame

Focus- Finalising Drafting of Assessment

1. Gain students’ attention.2. Inform them that this lessons

focus is on finalising the draft.3. Inform students that they must

have all the research they need because they will not get another chance for more gathering of information.

4. Inform students that they also need to make sure they are always referring back to the criteria sheet when it comes to designing their brochure.

5. They have all lesson to finalise a draft that will be handed into the teacher for a glance over and conversation.

6. For those students that finish the final draft before the lesson

Laptops, computers, iPads Research and copies of brochure Criteria sheet

Record of Students’ draft

which will be collected by the teacher for revision prior to students completing final copy


finishes, they can now move onto their final copy of the assessment (after having a conversation with the teacher).

21(30 mins)



Work cooperatively with peers

Successfully share information about their chosen participant

Critique peers work and offer constructive criticism

Accept and acknowledge students feedback

Focus- Assessment

1. Gain students’ attention2. Inform students that today they will

be splitting off into groups to do a Think, Pair, Share on their chosen participant. The groups will be formed with the students doing the same participant in each group- i.e. All students doing the Governor General are in one group etc.

3. Every student will have time to talk/share their brochure and the other students in the group can make comments and adjustments the student might want to make.

4. Throughout this lesson, the teacher will be walking around to each group and listening to and observing the conversations that are taking place.

5. At the end all students can go back to their seats and make a few notes on what they want to add/ fix on their brochure.

6. The students will be informed that these changes will be fixed at a later date.

Students brochures (drafts) Their research

Observations of Students’

participation in small groups

Students’ ability to accept feedback and their responses

22(60 mins)



Focus- Completing and handing in the final copy of the assessment

1. Gain students’ attention.

Laptops, computers, iPads Final copy of the brochures


abilities to complete a task


Finalise and complete assessment task

To identify and describe the roles and responsibilities of a key participant within the Australian Government

Complete an assessment task within the parametres in which it is set

2. Inform students that today’s lesson will be focusing on completing and handing in their final copy of the assessment.

3. Inform students to make sure they look back through the criteria sheet and check to see if they have everything needed to get a high mark before handing the final copy to the teacher.

4. Inform students that by the end of this lesson there will be no more time to work on the assessment; all students MUST hand in a copy of their brochure by the end of the lesson- unless you and the teacher have discussed previously on another due date.

5. For the students that finish early, they can complete work that needs finishing for another lesson, or if they finish that quiet reading.

specified by a rubric. (summative)

23(20 mins)

Reflect Students will have the opportunity to demonstrate their ability to:

Recap on learning undertaken

Explain knowledge learnt regarding the Australian Constitution and its key features

Make judgements regarding whether or not

1. Settle students down and ask students to move to the carpet area.

2. Ask students what we have learnt throughout the unit.

3. As a class students go and re-visit the KWL chart done in first lesson.

4. Students complete the last section of the KWL chart with what they learnt throughout the unit.

5. As a class go over what we wanted to know and see if we have ticked all the boxes.

6. Encourage all students to respond with that they have learnt.

- KWL chart from first lesson- Writing utensils


responses of KWL chart


they have learnt everything that they specified at the beginning

7. Give students the opportunity to provide feedback to the overall running of the unit.


Use feedback

Ways to monitor learning and assessment Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners.

Teachers plan using the Australian Curriculum to ensure that what they plan and teach match those expected of year 7 students across the country.

Teachers will meet with other year level teachers to discuss marks to ensure that consistency occurs across the year level.

Feedback to students Teachers will give written feedback on any worksheets or papers that the students hand in. Teachers throughout the lessons will also give verbal feedback to groups or individuals on their progress. Teachers will give formal written feedback via the assessment item, plus additional verbal feedback when individually talking

through the assessment with the students.

Reflection on the unit plan As a whole did this unit work with the students? Why did these particular parts work well? What didn’t work within this unit of work? What can I do to improve these aspects of the unit plan? What did students struggle with in this unit? How did the assessment support students learning throughout the unit? Was the assessment successful? If not how can it be improved? What were some student’s common misconceptions? What would be changed next time this unit is presented?

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