Bills and Laws

Overview

A 30-minute interactive lesson for year 6 students learning about Australia's system of government, focusing on how bills become laws. This lesson is designed for distance education students working at a grade 3 capacity level due to ADHD, autism, or dyslexia, incorporating differentiated, multisensory and hands-on activities aligned with the Australian Curriculum (v9) standards for year 6 Social Sciences.

Curriculum Links

• Year 6 History and Civics & Citizenship
  • ACHASSK136: The roles of the three levels of government in Australia and how they make laws
  • ACHASSK137: How citizens participate in Australia’s democracy through elections and voting
• English Literacy (supporting communication and understanding)
  • ACELY1699: Clarify understanding in discussions, present and justify points of view
  • ACELY1700: Plan, rehearse and deliver presentations, incorporating key details
  • ACELY1703: Use comprehension strategies to interpret and analyse information
• Social Sciences General Capabilities
  • Interacting with others, Critical and creative thinking, Literacy

These ensure content remains at Year 6 curriculum standards, while activities are accessible and differentiated for students at a lower functional level.

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Learning Objectives

By the end of the lesson, students will:

1. Understand what a bill is and the basic process of how it becomes a law in Australia.
2. Recognise the roles of Members of Parliament, Speaker, and citizens in debating and voting on bills.
3. Participate in a mock parliament session to experience debating and voting on a bill.
4. Use simple language supported by visuals to express ideas and opinions in a group setting.

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Lesson Structure (30 minutes)

1. Introduction to Bills and Laws (7 minutes)

• Activity:
  • Use picture cards to show: Parliament building, a bill (paper with "Bill" letters), people talking, voting hands, and a law book.
  • Explain in simple, clear language what a bill is: "A bill is an idea for a new rule or law."
  • Show a short animated video or narrated slideshow (designed for accessibility) illustrating the journey of a bill becoming a law.
• Support: Use visuals and repeat key terms: bill, law, vote, debate. Use clear, slow speech and allow students to ask questions.

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2. Role Cards Introduction (5 minutes)

• Provide each student with a simple role card — include a picture and keywords to explain each role:
  • Member of Parliament (MP): Proposes and talks about bills
  • Speaker: Makes sure everyone listens and follows rules
  • Citizens: Listen and suggest ideas for bills
• Use icons and clear fonts for readability (consider dyslexia-friendly fonts and layout).
• Role cards include simple sentence prompts to guide their participation (e.g., "I think this bill is good because...").

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3. Mock Parliament Session (14 minutes)

• Set-up: Organise the students online or in breakout groups. Assign roles.
• Step 1: Propose a Bill (3 min)
  • One or two 'Citizens' suggest a simple bill (e.g., "Everyone should have longer recess").
• Step 2: Debate the Bill (7 min)
  • MPs take turns to say why they agree or disagree using their role cards.
  • The Speaker guides the discussion following rules shown on a visual timer/chart. Keep turns short to manage focus.
• Step 3: Vote (4 min)
  • Students vote "Yes" or "No" by raising coloured cards or using an online poll with visuals.
  • Speaker counts votes and states if the bill passes or is rejected.
• Support: Visual timers, clear turn-taking signals, frequent reminders of rules, and supportive language prompts.

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4. Reflection and Quiz (4 minutes)

• Use a simple quiz with 3 questions using visuals and multiple choice:
  • What is a bill? (A: An idea for a law)
  • Who talks about the bill? (A: Members of Parliament)
  • What do we do to decide if a bill becomes a law? (A: Vote)
• Students respond by choosing a picture or saying the answer.
• Positive reinforcement and feedback for all participation.

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Differentiation and Support Strategies

• Visual supports: Role cards with images and words; illustrated flowcharts of bill-to-law process.
• Language: Use simple, clear sentences. Avoid complex vocabulary. Use repetition and modelling.
• Executive function: Break tasks into small steps, use timers for turns and transitions.
• Reading support: Dyslexia-friendly fonts, high contrast visuals. Use audio where possible.
• Engagement: Use hands-on, role-play activities to maintain interest and sensory needs.

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Materials and Resources

• Visual role cards (MP, Speaker, Citizen) with prompts
• Picture cards illustrating key concepts: bill, vote, parliament, law
• Simple flowchart poster or slideshow of bill to law process
• Voting cards: green (yes), red (no) or online voting tool with icons
• Timer or visual countdown app

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Assessment

• Observation during the mock parliament: ability to use role prompts, take turns, participate in debate.
• Responses in quiz to check understanding of bills and vote process.
• Verbal explanations in reflection segment to assess comprehension and ability to express ideas aligned to year 6 curriculum expectations (ACELY1699, ACELY1700).

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This lesson capitalises on experiential learning and structured supports to meet the needs of distance students with neurodivergent profiles, achieving the year 6 curriculum goals for understanding Australia's system of government in a way that is accessible and engaging .