Civics & Citizenship · Year 10

Active learning ideas

Question Time and Parliamentary Scrutiny

Active learning turns the formal procedures of Question Time and committee scrutiny into tangible skills. When students practice asking questions, organizing evidence, and analyzing transcripts, they move from passive observers to active participants in democratic processes.

• ACARA Content Descriptions
• AC9C10K01

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Simulation Game
• 45 min · Small Groups

Role-Play: Mock Question Time

Divide class into ministers, questioners, and Speaker. Questioners prepare three questions on a current policy issue; ministers respond within one minute. Speaker calls points of order. Rotate roles after two rounds and debrief on procedure adherence.

Explain the purpose and procedures of Question Time.

Facilitation Tip

For the Mock Question Time, assign roles at least one day early so students can research their minister’s portfolio and prepare targeted questions.

What to look for

Pose the question: 'Which is more effective in holding the government accountable, Question Time or a parliamentary committee, and why?' Ask students to support their arguments with specific examples from recent parliamentary proceedings or case studies.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Jigsaw
• 50 min · Small Groups

Jigsaw: Committee Inquiry Stages

Assign expert groups to research one stage: terms of reference, public hearings, report writing, government response. Experts teach their stage to home groups, who then simulate a full inquiry on a topic like environmental policy.

Analyze the effectiveness of parliamentary committees in holding government accountable.

Facilitation Tip

In the Committee Inquiry Jigsaw, have each group create a one-page summary of their stage’s purpose before sharing with peers to ensure accountability.

What to look for

Provide students with a short transcript excerpt from a Question Time session or a committee hearing. Ask them to identify one specific question asked and explain what aspect of government action it was scrutinizing and what potential outcome it aimed for.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Simulation Game
• 35 min · Pairs

Transcript Analysis: Real Scrutiny

Provide excerpts from Question Time or committee hearings. In pairs, highlight effective questions, evasions, and outcomes. Pairs share findings in a whole-class gallery walk, voting on most accountable exchanges.

Evaluate the role of scrutiny in maintaining democratic integrity.

Facilitation Tip

When analyzing transcripts, provide a color-coded key so students can visually track questions, answers, and interjections during Real Scrutiny.

What to look for

Present students with a scenario, for example, 'A new government policy has led to unexpected negative consequences for small businesses.' Ask students to outline how both Question Time and a parliamentary committee could be used to investigate and address this issue.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 04

• Formal Debate
• 40 min · Whole Class

Formal Debate: Scrutiny Effectiveness

Pose resolution: 'Parliamentary scrutiny effectively holds government accountable.' Teams prepare arguments using evidence from Question Time and committees. Hold structured debate with rebuttals and class vote.

Explain the purpose and procedures of Question Time.

What to look for

Pose the question: 'Which is more effective in holding the government accountable, Question Time or a parliamentary committee, and why?' Ask students to support their arguments with specific examples from recent parliamentary proceedings or case studies.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

Teachers should model how to craft concise, relevant questions and enforce time limits to build discipline in parliamentary discourse. Avoid letting discussions meander into partisan debates—focus on procedure and evidence. Research shows that structured role-plays improve students’ ability to distinguish between substantive scrutiny and political posturing.

By the end of these activities, students will run a mock Question Time with relevant follow-ups, prepare a committee-style brief, and justify their choices using real parliamentary language and procedures.

---

Watch Out for These Misconceptions

• During Role-Play: Mock Question Time, students may claim that all questions are scripted performances with no real impact.

  During Role-Play: Mock Question Time, have students track how ministers’ answers shift or clarify policy in real time. Use a whiteboard to list moments when a question forced a minister to give a new detail or promise further review.

• During Jigsaw: Committee Inquiry Stages, students might believe committees only collect information without power to change outcomes.

  During Jigsaw: Committee Inquiry Stages, give each group a real committee report and highlight the 'Government Response' section to show how recommendations lead to bill amendments or policy adjustments.

• During the Debate: Scrutiny Effectiveness, students may argue that only opposition members perform meaningful scrutiny.

  During the Debate: Scrutiny Effectiveness, assign roles that include government backbenchers and independents to demonstrate how cross-party questioning exposes weaknesses in policy implementation.

---

Methods used in this brief

• Simulation Game
• Jigsaw
• Formal Debate