Parliament Makes Laws

Overview

In lesson 5 of Our Voice, Our Democracy, students learn how New Zealand’s national government represents people and makes laws. They connect Parliament’s work with the rights and responsibilities of citizens, building on earlier learning about democracy, representation, and informed participation.

Learning intentions

• WALT explain how New Zealand’s national government represents people.
• WALT identify Parliament and describe the roles of MPs.
• WALT outline a simple process for making a law.
• WALT explain ways citizens can have their views represented.

Success criteria

• I can identify Parliament and describe what MPs do.
• I can put the main stages of making a law in the correct order.
• I can explain how people’s views can reach MPs and influence decisions.
• I can use evidence from an example to explain my thinking.

Curriculum links

• Informed citizens are needed to participate in democracy.
• Rights and responsibilities of citizenship include using trustworthy sources, understanding different viewpoints, and thinking critically about news and information.
• Having rights also means doing your part to help others enjoy theirs.
• The key competencies are developed through thinking, participating and contributing, and relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Teacher opens the hook and retrieval slides with the question, “If our class wanted a new school rule, who should decide and how could everyone have a voice?” Students think independently, then share with a partner and recall what democracy and representation mean.

2. 5–13 min · Direct teaching: Parliament and MPs. Teacher uses the Parliament and MPs slides to explain that Parliament is where elected representatives meet to debate issues, consider proposed laws, and hold the Government to account. Clarify that MPs represent people in their electorates and political parties, while the Government leads national decision-making; Parliament includes all elected MPs. Students annotate the key terms and answer: “Why might an MP need to listen to different viewpoints?”

3. 13–20 min · Visual process map. Teacher models the simplified law-making process on the visual law-making process and distributes the Parliament and law-making activity sheet. Introduce the sequence: an idea is developed into a bill; the bill is introduced to Parliament; MPs debate and vote; a select committee may hear public submissions and report back; Parliament considers changes and votes again; if approved, the Governor-General gives formal approval and it becomes an Act. Students follow the model, add arrows to their flowchart, and ask clarifying questions. Emphasise that real processes can be more complex.

4. 20–34 min · Law-making role-play. Teacher assigns groups of six roles from the cut-out law-making role cards: community member, MP introducing the bill, select committee member, public submitter, debating MP, and decision-maker. Present a child-friendly proposal: “A new law should require every school to provide a safe, shaded outdoor eating area.” Students prepare a short viewpoint, then act out introducing the bill, hearing a public submission, debating, suggesting a change, and voting. Each group records whether the bill passes and one reason for its decision.

5. 34–40 min · Representation discussion. Teacher returns to the discussion and comparison slides and facilitates: “How did the community member’s view reach Parliament?” and “What could happen if MPs never listened to people?” Students explain at least two ways citizens can be represented, such as contacting an MP, sharing a submission with a select committee, joining a group or campaign, discussing issues publicly, and voting when eligible. Invite confident learners to compare Parliament’s national responsibilities with a local council’s role in local services and decisions.

6. 40–45 min · Plenary and assessment. Teacher displays the plenary questions and asks students to complete the final section of the individual reflection and exit response. Students respond to: “Parliament represents people by…”, “One stage in making a law is…”, and “Citizens can be represented by…”. Collect responses as students leave.

Resources

• the Parliament and law-making slide deck
• the Parliament and law-making activity sheet
• Projector or interactive whiteboard
• Whiteboard and pens
• Scissors for preparing role cards
• One law-making proposal displayed for all groups
• Pencils or highlighters
• Timer

Assessment

• Listen during the hook and direct teaching for accurate use of Parliament, MP, bill, Act, debate, and representation. Correct the misconception that Parliament and the Government are exactly the same.
• During the role-play, check whether students follow the process in sequence, use their assigned role meaningfully, and refer to different viewpoints or public input.
• Use the individual reflection to assess whether students can identify Parliament and MPs, sequence a law-making process, and explain one way citizens can be represented. Students may respond in writing, orally to the teacher, or through a labelled diagram.

Differentiation

• Provide explicit modelling, a completed example, a word bank, and the simplified flowchart in the scaffolded flowchart and vocabulary support. Read instructions aloud and check understanding after each stage.
• Give learners who need support a clearly written role card, a partner for rehearsal, and sentence starters such as “My community thinks…”, “I represent people by…”, and “The next stage is…”.
• Allow students to demonstrate understanding orally, by sequencing and labelling the flowchart, or through a recorded explanation. Pair EAL learners with supportive peers and use icons alongside key terms.
• Extend learners by comparing Parliament’s national responsibilities with a local council’s responsibilities, then explaining why an issue such as rubbish collection, playgrounds, or public transport might be considered at different levels of government.