Role-play the Parliament – House of Representatives
Video duration: 14 min 33
|Opening titles, existing footage of Parliament, footage of kids' parliament||Music|
|Presenter at the front of Parliament House, footage of members of parliament||Presenter: Teaching students about the Australian Parliament can be engaging, exciting and easy. The best way to teach your class about Parliament is to turn your class into a parliament. With the help of this video your students will run their own debates, make their own speeches and vote on issues just like real members of parliament.|
|Members of Parliament||Short montage (5 seconds) of members of parliament making speeches.|
|Stock footage of interesting things in the chambers, intercut with student parliament doing interesting things which mirror the real Parliament.||
Presenter: Members of parliament are elected by the Australian people to make decisions about how Australia is governed. They debate issues and then vote on them.
Presenter: Through role-play, your students will run their own debates in their own parliament. This role-play presents a simplified version of the real Parliament, capturing its main ideas without all the complex procedural detail.
|Footage of scripts, resources, website?||Presenter: All of the scripts, resources and information that you will need for the role-play are on the PEO website.|
|Presenter in the House of Reps gallery intercut with interesting footage of the HOR.||Voice over: One of the main ways that Parliament makes decisions for Australia is by passing laws. A proposed law is called a bill. To become a law a bill must be agreed to by both the House of Representatives and the Senate. It is then signed by the Governor-General. Most bills start in the House of Representatives. If you want more information on how laws are made, watch the PEO's law-making video.|
|Caption: Law-making in the House of Representatives
|Students in class doing work.||Voice over: To get your class started try a few of the preparation activities on the PEO website. This will give your students some idea of how members of the House of Representatives are elected and what work they do.|
|Students at their desks talking. Teacher at a whiteboard listing bill ideas||Voice over: You'll need a bill to debate. The PEO website has suggestions to help you decide on a bill. For our role-play, the students will be using the “No Homework Bill” from the PEO website.|
|Student's bell, Serjeant assembling the mace||Voice over: Preparing some costumes and props will help your students get into role.|
|Students moving chairs and tables, chamber set up. Diagram of HOR.||Voice over: Transform your classroom into the House of Representatives. Move the chairs into a horseshoe shape, with a table at one end.|
|Students in the classroom, teacher sorts students into teams, kids sit in their place in the chamber.||Voice over: You can now sort the class into government and opposition teams, and Independents and minor parties. Make sure that the ratio of members in your chamber compares to the real House of Representatives. Refer to Parliament Now on the PEO website for the current numbers in the House.|
|Students sitting in their teams in the chambers. Teacher handing out scripts, and having the Prime Minister and Leader of the Opposition sit in their positions.||Voice over: The government team will need a prime minister, minister and team whip. The opposition will need a leader of the opposition, shadow minister and team whip.|
|Teacher selecting Speaker, Clerk, Serjeant-at-Arms. Those students take their places and the teacher gives them scripts.||Voice over: You'll need a student who is good at reading, speaking and keeping order to be the Speaker. You'll also need two students to be the Clerk and the Serjeant-at-Arms. Your House of Representatives is ready to begin.|
|Caption: Starting the role-play – the opening ceremony|
|Students in classroom taking their seats. Serjeant-at-Arms picks up the mace and joins the Speaker at the door.||Voice over: The Serjeant-at-Arms and the Speaker stand outside the House of Representatives.|
|Footage of the real Serjeant-at-Arms leading the real Speaker into the House of Representatives.||
Voice over: The session begins when the Serjeant-at-Arms leads the Speaker in to the chamber.
Serjeant-at-Arms: Honourable Members, the Speaker.
|Clerk ringing the bell asking the chamber to stand, the chamber stands||Clerk: (rings the bell and says) Honourable members please stand.|
|The Serjeant-at-Arms leads the Speaker into the chamber and puts the mace down. The Speaker sits down in their seat.||
Serjeant: Honourable Members, the Speaker.
Speaker: Members please sit down. The House is now in session. The rules of the House must be obeyed. Clerk, please read out the rules.
|The Clerk stands and reads out the rules then sits down again.||Clerk: Always stand to speak. Begin with the words “Mr Speaker or Madam Speaker”. Members should not interrupt each other. The Speaker keeps order.|
|Caption: The first reading – The bill is introduced||Music|
|Speaker calls the Clerk to read the title of the bill. The Clerk stands, reads the title of the bill then sits down again.||
Voice over: The Clerk reads the title of the bill for the first time. The bill can now be debated.
Speaker: Clerk, read the title of the bill.
Clerk: First Reading, the No Homework Bill. A Bill for an Act to ban homework in Australian schools.
|Speaker calls the Minister to speak about the bill. The Minister stands where the despatch box would be and makes their speech. We see the government members looking on.||
Voice over: The first person to speak in the debate is the Minister responsible for the bill. The Shadow Minster usually speaks next.
Speaker: I call the Minister for Education to introduce the bill.
Minister for Education: Mr/Madam Speaker, I am pleased to introduce this bill to the House. After spending many hours at school, students are tired and don't need to do more school work. If we ban homework, children will have more time for other activities like sport and music.
Voice over: The Shadow Minster usually speaks next.
|Speaker calls for the shadow minister to make a speech. The shadow minister moves to where the despatch box would be and makes their speech.||
Speaker: I call the Shadow Minister for Education.
Shadow Minister: Mr/Madam Speaker,I am going to vote against this bill. Studies show that homework helps children remember what they learn in school. If homework is banned, children will just waste more time playing video games.
|The Speaker calls three more members to speak. The three members stand where they are and make their speeches.||
Speaker: I call the Member for Holt.
Member for Holt: Madam Speaker, I am going to vote for the bill. Parents have to supervise homework and sometimes even do their children's homework for them, this does not help anyone. A happy home is one without any homework.
Speaker: I call the Member for Brisbane.
Member for Brisbane: Mr/Madam Speaker, I am going to vote against this bill. Homework teaches good study habits and shows students that learning can happen outside school.
Speaker: I call the Member for Denison.
Member for Denison: Mr/Madam Speaker, I am concerned that the students are doing too much homework. However I cannot support the bill as it is.
|Footage of the Speaker and the Serjeant-at-Arms leaving the chamber. The Speaker listens to the end of the previous speech then adjourns the chamber.||
Voice over: The session ends when all the members have made their speeches, or if you run out time. The Speaker adjourns the chamber.
Speaker: Order. The House is now adjourned.
|The Clerk calls for the members to stand. The members stand and the Serjeant-at-Arms picks up the mace and leads the Speaker from the chamber.||Clerk: Honourable members, please stand.|
|Footage of the real Speaker and Serjeant leaving the chamber, intercut with the student speaker and serjeant leaving the chamber.|
|Caption: Debate adjournment – plan speeches||Music|
|Footage of HOR, map of electorates, footage of committee hearings.||Voice over: In the real House of Representatives speeches can take a long time and may be spread over weeks or months. This gives members time to research and talk about bills with each other and the community.|
|Students in the classroom having discussions, writing speeches, researching on the internet (if we can get easy access to a computer).||Voice over: By adjourning the debate you can give your students more time to research and prepare. Parties can work together to share ideas, and Independents and minor party members can think more about the bill. However, if all students have already prepared their speeches, you won't need to adjourn the debate.|
|Caption: Continuing the debate – members give speeches||Music|
|In the classroom the Clerk rings the bells and calls for everybody to stand. Then the Serjeant and the Speaker enter. The Serjeant puts down the mace and announces the Speaker||
Voice over: The students resume their debate in the House of Representatives in the same way they started.
Clerk: Honourable members, please stand.
Serjeant: Honourable members, the Speaker.
|The Speaker tell the chamber that the debate will continue and calls for members to speak||
Speaker: Members please sit down. The House is now in session. Are there any other comments on this bill? Stand if you wish to speak.
|A few members stand to speak. The Speaker picks somebody who then begins their speech.||
Speaker: I call the Member for Harry.
Member for Harry: Madam Speaker. I think we should ban all homework because when they get home from school they have just had seven hours of solid working, except for recess and lunch that is. When they get home they should be able to stimulate thier brains in other ways like with sport and music. I think we should ban homework.
Speaker: Stand if you wish to speak. I call the Member for Cameron.
Member for Cameron: Madam Speaker. I disagree with this bill. Homework builds up childrens general knowledge and teachers can see howkids are working at home.
Speaker: Stand if you wish to speak. I call the Member for Alicia.
Member for Alicia: Madam Speaker. I think we should ban homework because kids are spending hours in the afternoon doing homework rather than outside exercising.
Speaker: Stand if you wish to speak. I call the Member for Cindy.
Member for Cindy: Madam Speaker. I disagree with this bill, homework is important for students because it helps students to prepare for future study.
Other Members: Madam Speaker. I think homework in Australia should be banner, children already get enough work at school... I think we should keep homework because it improves thier learning... the less stressed children are, the better they learn...
Voice over: When all the students have made their speeches it will be time to have a vote on the bill, to see if it will be agreed to.
|Caption: Voting on the bill
A vote on the voices (verbal vote)
|Footage of real Speaker conducting a vote on the voices.||
Voice over: When the House of Representatives decides if the bill should pass it begins with a vote on the voices.
Real Speaker: “All of those of that opinion say aye. To the contrary no. I think the ayes have it.”
Voice over: If all members agree with the bill, it is passed with the vote on the voices. Bills are often passed this way.
|In the classroom the Speaker conducts a vote on the voices where each side responds in turn.||
Speaker: Order. A vote on the bill will now be taken. The question is, should the bill be read a second time?
Speaker: Those who agree say aye.
Government members: Aye
Speaker: Those who disagree say no.
Opposition members: No
Speaker: I think the ayes have it.
Voice over: However, your members will not all agree with the bill because the opposition was against it. When this happens the opposition calls for a division vote. In a division the votes of all members are counted and the results are recorded.
|Caption: Voting on a bill - the division (a counted vote)||Music|
|The Speaker asks the Opposition Whip if a division is required. The Opposition Whip stands and answers.||
Speaker: Opposition Whip, is a division required?
Opposition Whip: Madam Speaker, a division is required.
|Montage of footage of the real Speaker calling for a division, members entering the House of Representatives, Speaker giving instruction for the division vote.||
Real Speaker: Is a division required, Clerk ring the bells for four minutes.
Voice over: The bells ring for four minutes to allow any members who are not in the chamber to return and vote on the bill. Members might not be in the chamber because they are doing other work throughout Parliament House.
Real Speaker: The ayes pass to the right of the chair, the nos to the left.
Voice over: The government and opposition members usually vote with their party. The Independents and minor party members will choose to support or oppose the bill.
|The Speaker asks the Clerk to ring the bell for four minutes. The Clerk rings the bell for a few moments.||
Speaker: Clerk, ring the bells for four minutes.
Voice over: Your class will not need four minutes. The Clerk can ring the bells as a way of announcing that the division is about to take place.
|The Speaker conducts the division, and the cross-bench members consider each team then choose one side or the other.||Speaker: Order. Those who support the bill move to the right side of the Speaker's chair. Those who oppose the bill move to the left of the Speaker's chair.|
|The Speaker instructs the whips to count the vote. The whips stand up and count the number of students on their side. The whips then approach the Speaker and whisper the result.||Speaker: Whips count the vote.|
|Caption: Passing the bill||Music|
|The Speaker announces the numbers and asks the Clerk to read the title of the bill a second time.||Speaker: Order; results of the division. The number of votes for the bill is 14. The number of votes against the bill is 12. The bill is agreed to. Clerk, read the title of the bill a second time.|
|The Clerk stands, reads the title of the bill a second time, then sits down.||
Clerk: Second reading, the No Homework Bill. A Bill for an Act to ban homework in all schools.
Voice over: As the majority of votes were for the bill, it is agreed to and the Clerk will read its title a second time. However, if the majority of votes were against the bill, it would have failed, and could not become a law.
|The Speaker adjourns the House. The Clerk calls the members to rise, which they do. The Serjeant takes the Mace and leads the Speaker out||
Speaker: Order. The House is now adjourned.
Clerk: Honourable members, please stand.
|Caption: After the role-play|
|Shots of happy students after the role-play. Teacher speaking to students in class.||Voice over: If the bill was passed the members could still consider making small changes to the bill, called amendments. The PEO website has instructions on how your class can consider amendments, as well as other follow up activities. If the bill is to become a law, it must be debated and voted on in the Senate before being signed by the Governor-General. The PEO has a video which shows how you can role-play a Senate debate.|
|Real House of Representatives. The Serjeant leading the Speaker out.||
Speaker: The House is adjourned until the next sitting day.
Clerk: Please stand.
|Presenter at the front of Parliament House.||Presenter: Don't stop at one debate. Repeating the role-play will give students the chance to play a range of roles and debate more issues. It won't be long before they are running the debate all by themselves.|
|Short montage of class HOR, real HOR to finish. Credits.||Music.|