Civics & Citizenship · Year 6

Active learning ideas

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.

• ACARA Content Descriptions
• AC9HASS6K02

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Gallery Walk