Reviewing and Changing Rules

Active learning helps students connect abstract ideas about laws to real-world experiences. When students investigate, discuss, and create, they see how laws respond to people’s needs and not just to government decisions.

• Year 6
• Civics & Citizenship
• 3 activities
• 25 min–50 min

Learning Objectives

1. Explain the circumstances that might necessitate a change to an existing rule or law.
2. Analyze the steps involved in proposing and implementing changes to rules, from suggestion to enactment.
3. Evaluate the effectiveness of a given rule by identifying its strengths and weaknesses in current practice.
4. Propose specific improvements to an existing rule based on identified shortcomings or changing societal needs.

Inquiry Circle

⏱ 50 min·Small Groups

Inquiry Circle: Then vs. Now

Students research a law from 50 years ago that has changed (e.g., smoking in public places or environmental laws). They create a 'Before and After' poster explaining what changed and why society demanded it.

Prepare & details

Explain the circumstances under which a rule might need to be changed.

Facilitation Tip: During the Collaborative Investigation, assign each group a different case study so groups can bring unique insights to the class discussion.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: Tech and the Law

Students discuss a new technology (like AI or drones) and identify potential problems it might cause. They brainstorm one new law that could help keep people safe while using this technology.

Prepare & details

Analyze the process for proposing and implementing changes to existing rules.

Facilitation Tip: In the Think-Pair-Share, give students two minutes to write individually before pairing so quieter students have a chance to gather their thoughts.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Gallery Walk

⏱ 30 min·Individual

Gallery Walk: The Catalyst for Change

Display 'scenarios of change' (e.g., a new scientific discovery, a large protest, a tragic accident). Students walk around and vote on which catalyst they think is the most powerful for making politicians act.

Prepare & details

Evaluate the effectiveness of a rule and suggest improvements.

Facilitation Tip: For the Gallery Walk, place key images or quotes at stations and ask students to rotate with sticky notes to record questions or reactions.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Teachers should model how to analyze evidence when discussing legal change. Avoid presenting laws as fixed rules; instead, show students how laws are living documents shaped by evidence and public input. Research suggests that civic education works best when students see themselves as potential agents of change, so connect each activity to their own lives and school community.

What to Expect

By the end of these activities, students will explain why laws change and how ordinary people can influence them. They will use evidence from case studies and discussions to support their ideas about legal reform.

Watch Out for These Misconceptions

Common Misconception

During Collaborative Investigation: 'Laws only change because politicians want them to.'

What to Teach Instead

During Collaborative Investigation, direct students to focus on the case studies and look for evidence of community campaigns or expert input. Ask them to highlight any mentions of petitions, protests, or expert reports in the materials.

Common Misconception

During Gallery Walk: 'Once a law is made, it stays that way forever.'

What to Teach Instead

During Gallery Walk, ask students to examine the timeline panels and identify laws that have been amended or repealed. Have them note the dates and reasons for change listed on each panel.

Assessment Ideas

Discussion Prompt

After Collaborative Investigation, pose the question: 'Imagine a school rule that is no longer working well. What kind of circumstances might have caused this rule to become ineffective?' Have students discuss in small groups and share one example with the class, identifying the rule and the changing circumstances.

Quick Check

After Think-Pair-Share, provide students with a scenario where a rule needs changing (e.g., a school rule about phone use during lunch). Ask them to write down two specific steps they would take to propose a change to this rule, focusing on who they would talk to and what information they would present.

Exit Ticket

During Gallery Walk, give each student a card with a simple rule (e.g., 'No running in the corridors'). Ask them to write one sentence explaining why this rule might need to be reviewed and one suggestion for how it could be improved or changed to be more effective.

Extensions & Scaffolding

• Challenge students to draft a short letter to the school principal proposing a change to a rule, using evidence from their research.
• For students who struggle, provide sentence starters such as 'I think the rule about ______ should change because...' and a graphic organizer to break down their argument.
• Deeper exploration: Have students research a global law that changed due to public pressure and compare the strategies used there to those used in Australia.

Key Vocabulary

Advocacy	The act of publicly supporting or recommending a particular cause or policy. This can involve writing letters, signing petitions, or speaking out about an issue.
Amendment	A formal alteration or addition made to a constitution, statute, or other legal document. It is a way to change or improve an existing rule.
Circumstance	A fact or condition connected with or relevant to an event or action. Changes in circumstances can often lead to the need for rules to be reviewed.
Enactment	The process of making a proposal or bill into a law. This is the final step in changing a rule or creating a new one.
Review	To examine or assess something formally with the possibility or intention of instituting change if necessary. Rules are reviewed to ensure they are still fair and effective.