Democracy in Action

Overview

Students explore key features of Australia’s democracy by focusing on representative democracy and the role of an elected representative (MP). They connect democratic values (especially accountability) to what happens in Parliament and create a simple diagram to show how communities are represented.

Learning intentions

• Students will describe the main structural features of a democratic system.
• Students will explain how an elected representative (MP) acts as a voice for their community.
• Students will use a “parliamentary democracy value card” to explain how leaders are held accountable.

Success criteria

• I can explain why communities elect an MP instead of voting on every decision.
• I can describe how an MP speaks for the people in their community.
• I can use the parliamentary democracy value card to explain that leaders are accountable to Parliament.
• I can create a clear diagram showing the link between community and representative in Parliament.

Curriculum links

• Key values and features of Australia’s democracy, including elections, and roles/responsibilities of elected representatives.
• Present descriptions and explanations using relevant civics terms and viewpoints from a resource card and discussion.
• Evaluate sources for purpose and perspectives by considering how the value card explains accountability.

Lesson structure (50 minutes)

1. 0–5 min · Hook image question. Teacher displays the image of Parliament House and asks: “Why do we send people here instead of all 27 million Australians turning up to argue?” Students share quick ideas with a partner, then volunteer one reason to the class.

2. 5–15 min · Direct teaching: Representative democracy framework. Teacher explains that Australia is too large for everyone to vote on every decision, so communities elect representatives; MPs become the “voice” that brings community views into Parliament. Students listen, then complete a quick “turn-and-talk” answering: What does an MP do for their community?

3. 15–25 min · Unpack democratic value card: accountability in Parliament. Teacher revisits the parliamentary democracy value card and models how it links to accountability: leaders (including the Prime Minister and government) must explain decisions and can be questioned and challenged through Parliament. Students follow along with teacher prompts, then use sentence starters to orally complete one statement: “In a democracy, leaders are held accountable because…”

4. 25–40 min · Core task: Create the “community to Parliament” diagram. Teacher shows a simple example diagram briefly (community → one person → Parliament House → speaking for the community). Students draw their own diagram, including:

• a community (thought bubble or group of people) pointing to one person (MP)
• “MP speaks in Parliament for the community”
• one label from the value card showing accountability (e.g., questioned in Parliament)

5. 40–47 min · Share and feedback (gallery walk or quick share). Teacher organises a gallery walk: students leave their diagrams on desks or a table and do a short “two stars and a wish” style feedback using verbal prompts. Students view two diagrams and provide one helpful feedback comment linked to success criteria.

6. 47–50 min · Exit ticket. Teacher collects a quick written response on the board or paper:

• “One way an MP acts as a voice for their community is…”
• “Leaders are held accountable to Parliament because…”

Resources

• Image of Parliament House (from resource pack)
• Parliamentary democracy value card (one per student or shared for pairs)
• Diagram template (optional: blank page with key labels)
• Coloured pencils/textas for drawing arrows and labels
• Sentence starter strip for accountability (e.g., “Leaders must…”, “Parliament can…”)
• Teacher example diagram
• Exit ticket slips or lined paper

Assessment

• Formative: listen for accurate reasons in the hook discussion (representative system due to size/time limits).
• Formative: observe student oral responses using accountability sentence starters.
• Summative-for-today: check exit ticket and diagram labels against success criteria (clear “community → MP → Parliament” link; at least one accountability idea from the value card).

Differentiation

• Support:
• Provide a diagram scaffold with pre-drawn arrow shapes and label options (MP, Parliament House, community, accountability).
• Offer sentence starters and word bank: representative, MP, Parliament, accountable, questioned.
• Pair students strategically for turn-and-talk and peer feedback.
• Extension:
• Challenge students to add a second democratic feature from the value card (e.g., how Parliament checks decisions) and write one extra sentence explaining the cause-and-effect relationship.
• Ask advanced learners to include the idea that elections allow communities to choose representatives (without going into detailed voting mechanics).
• EAL/SEN considerations:
• Use short phrases, visuals, and consistent vocabulary on the board.
• Allow oral responses first, then writing with a partial sentence frame.
• For students needing more time, provide a “label-only” option that still meets the success criteria focus.

Extension (optional)

• Advanced task: “Accountability loop” mini-addition—students draw a second arrow showing that Parliament questions leaders, leading to explanations or changes in decisions.