Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1pm Date: Monday 17th Students’ Prior Knowledge:
June 2019

Learning Area: Humanities and Social Sciences: Year 5

CIVICS

Strand/Topic from the Australian Curriculum
CIVICS AND CITIZENSHIP
Knowledge and understanding
The key institutions of Australia's
democratic system of government based on the
Westminster system, incluing the monarchy, parliaments
and courts (ACHASSK143)
Who can be an Australian citizen, the formal rights and
responsibilities, and shared values of
Australian citizenship (ACHASSK147)
Questioning and Researching:
Record selected information and/or data using a variety of
methods (e.g. use graphic organisers, paraphrase,
summarise) (WAHASS53)
Building on concepts of democratic values, justice
and rights and responsibilities as they further develop
their understanding of laws, including how they are
enforced and how they affect the lives of citizens.
Students were introduced to the concept of the
Westminster system as they explore the
key features of Australia's electoral process.
Year 6
Lesson1 on Magna Carta
Lesson 2 on Westminster system and democracy
Lesson 3 on System of Government
Lesson 4 on Parliament and voting
Lesson 5 on Voting and Poster
Lesson 6 on Voting and Citizenship
Lesson 7 on Three Levels of Government

Analysing:

Interpret information and/or data collected (e.g. sequence

events in chronological order, identify cause and effect,
make connections with prior knowledge) (WAHASS56)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural

competence creative behaviour Social understandin
thinking competence g
Cross-curriculum priorities (may be addressed in the lesson)

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Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with Asia
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• identify the roles and responsibilities of each level of the Australian government.
• Demonstrate research, organisation, analysis and synthesis skills.

Teacher’s Prior Preparation/ Organisation: Provision for students at educational risk:

- Understanding prior knowledge of students
- Short presentation PowerPoint
Worksheet for Year level for Lily-same worksheet
For Extension students- Encourage more capable
students to draw and add additional responsibilities to
their worksheet

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time
Align these with the segment where they
1:00pm Ask students to handout students to pass out plickers will be introduced.
cards.
(5 min)

Motivation and Introduction:

1:05pm Hand out Plickers cards
Short revision on previous lesson.
(15 min) Activity for plickers quiz:

- Plickers quiz recap previous lesson on concepts three

levels of government.

End of plickers recap -5 questions.

Show slide on revision notes. PowerPoint.

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 Lesson Steps (Lesson content, structure, strategies &
Key Questions):

Introduce Making Laws in Australia. Powerpoint

1:20pm
(5 min) - WALT- Learning to understand concepts of three levels of
making laws in Australia.

- WILF- identify the concepts of making laws in Australia.

Tuning in

In pairs, encourage the students to create a list of

1:25pm
laws that people who live in Australia must follow.
(15min) Once they have finished, allow each pair to share
their ideas with the rest of the class. Ask the
students:

• Why do we have these laws in Australia?

• What might happen if we did not have these laws?
• Who is responsible for making these laws?

Watch three levels of law making in Australia:

https://www.youtube.com/watch?v=-
_VOibmffBw

Teacher instruction:

Display and discuss slides about Making Australian

Laws PowerPoint. Ensure that the students
understand that, in Australia, laws are formal rules
which set an expectation of how the people and
organizations in society should behave.

1:40pm
Activity:

(20 min) Display slide regarding proposing a new law for the
class and explain the independent task to the
students. As a class, brainstorm a list of new laws
that may affect the smooth running of the classroom
and if any one breaks the law there will be
consequences.
Teacher writes class brainstorm ideas on the board
as scaffolding examples of new laws for the class.

Eg. The students all must bring $1 when a student

has a birthday to buy cake. If a student forgets to
bring $1, the consequences is that they need to
bring in $2 for the next person’s birthday. Run
through other examples. Is that fair, why and why

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2.00pm not? How will it be implemented?

(30min) Hand out worksheets. Ask students to work Worksheet

independently to write a new class law.

15min Once the students have finished, gather together as

a class. Provide them with an opportunity to
share their proposed laws. Discuss.

Lesson Closure:(Review lesson objectives with students)

Summarize the three levels of law making.
2:45pm
(10 min) Ask the students to vote on the laws they want to
implement in class. (10min) As a class, vote on which of
the proposed laws should be introduced as a real law into
the class.
Collect worksheets at the end of lesson. Ask students to
put names on sheets.
End
3:00pm
If time, ask students to complete triarama. If students
have completed early, ask them to write about the new
law and why it is a good law.

Transition: (What needs to happen prior to the next

lesson?)

Dismiss end of school duty students earlier.

Tell students that next week will be on the Bill process.

Students pack up Plickers cards and clean up table, stack

and pack. Greet and dismiss.

Assessment: (Were the lesson objectives met? How will

these be judged?)

- Assessment objectives in plickers and student work

samples for review.
- Mentor observation feedback.