Role-play program at Australia's Parliament House
Role-play choices
About six weeks before your program, we will send you a booking confirmation letter and role-play selection form.
After your group checks in at Australia's Parliament House, a PEO educator will meet you and escort you to the role-play venue. This can be an opportunity for a quick discussion about specific program requests.
| Debating a bill in the House of Representatives | Debating a bill in the Senate | Debating a bill with amendments | |
|---|---|---|---|
| Student roles | Presiding officers, ministers, shadow ministers, government and opposition backbenchers, independents, members of minor parties and parliamentary officials. | Presiding officers, ministers, shadow ministers, government and opposition backbenchers, independents, members of minor parties and parliamentary officials. | Members or senators and other parliamentary officials. |
| Process | Government, opposition and minor party/independent members all have an opportunity to express their view on the bill being debated. A vote on the bill will follow. | In addition to debating a bill, students are introduced to the process of how the federal Parliament may change or amend a bill. | |
| Learning outcomes | Students will understand the concepts of legislation (law-making), representation, scrutiny and formation of government. The emphasis is on legislation. | ||
| Prior knowledge | None | Knowledge of the passage of a bill through the House of Representatives is useful, but not essential. | Knowledge of the passage of a bill through the House of Representatives and the Senate. |
Extension programs
| Question Time role-play (House of Representatives or Senate) | Committee of Inquiry (House of Representatives or Senate) | |
|---|---|---|
| Student roles | Presiding officers, ministers, shadow ministers, government and opposition backbenchers, independents, members of minor parties and parliamentary officials. | Members or senators and representatives of witness groups. |
| Process | Ministers are asked questions without notice from both sides of the chamber and are called on to answer these questions. Involves improvisation and quick questions and answers. |
In a House of Representatives inquiry, members question the witnesses to become better informed about an issue. When the evidence has been heard, the committee makes recommendations concerning the issue. In a Senate inquiry, senators question the witnesses to become better informed about issues arising from a bill. The senators use the evidence gathered to recommend either that the bill be accepted, rejected or that appropriate changes be made. Involves formulating questions, critical listening and synthesising information. |
| Learning outcomes | Students will understand the role of executive government (the ministry), government accountability to the Parliament and the people of Australia and opposition scrutiny. | Students will understand the committee system, policy making and how people living in Australia are able to voice their views. |
| Suits | Suits students who have seen Question Time on television or will be sitting in on the 'real' Question Time as part of their visit to Parliament House. Suits resourceful students who are able to quickly improvise. |
Smaller groups (20 - 25 students). Suits resourceful students who are able to quickly improvise. |
| Prior knowledge | Familiarity with the basic functions of parliament. Some knowledge of current affairs is useful. | Familiarity with the basic functions of parliament. |