HASS · Year 8

Active learning ideas

The Australian Parliament

Active learning works well for this topic because students need to connect democratic concepts to real-world actions. By planning petitions, analyzing protests, and discussing rights, they see how their voice connects to government decisions. This makes abstract ideas about Parliament tangible and relevant.

• ACARA Content Descriptions
• AC9C8K01

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: The Change-Makers Plan

Groups identify a problem in their school or local area (e.g., more bike racks, less plastic in the canteen). They must create a plan for how to influence the 'decision-makers' using at least three different methods.

Explain the primary roles of the House of Representatives and the Senate.

Facilitation Tip

During the Change-Makers Plan, circulate to ask groups probing questions like, 'Which method might work best for your issue, and why?' to push their thinking forward.

What to look for

Present students with a simplified flowchart of the law-making process. Ask them to label each stage with the correct term (e.g., First Reading, Second Reading, Committee Stage, Third Reading, Royal Assent) and briefly describe what happens at two of these stages.

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

Activity 02

• Gallery Walk
• 35 min · Small Groups

Gallery Walk: Protest and Progress

Stations feature images and stories of famous Australian protests (e.g., the Freedom Ride, environmental protests). Students analyze what made these movements successful and what challenges they faced.

Analyze how laws are made in the Australian Parliament.

Facilitation Tip

For the Gallery Walk, position yourself at the midpoint to listen to students’ interpretations of protest images before they move to the next station.

What to look for

Pose the question: 'If you could propose one new law for Australia, what would it be and why?' Facilitate a class discussion where students explain their proposed law, identify which house of Parliament might first debate it, and justify its need, linking to the functions of the legislature.

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

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Rights vs. Responsibilities

Students are given a 'right' (e.g., freedom of speech). They must discuss what 'responsibility' comes with that right (e.g., not using it to harm others) and share their ideas with the class.

Compare the functions of the Australian Parliament with those of other democratic legislatures.

Facilitation Tip

In the Think-Pair-Share, assign roles within pairs to ensure both students contribute equally, such as Reader, Recorder, and Reporter.

What to look for

On a small card, ask students to write down one key difference between the House of Representatives and the Senate, and one similarity in their function within the Australian Parliament.

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

A few notes on teaching this unit

Experienced teachers approach this topic by framing Parliament as a dynamic system where citizens play an active role, not just a distant institution. Avoid presenting protest as the only meaningful method; instead, highlight petitions, letters, and digital campaigns as equally valid tools. Research suggests that when students study real cases of youth-led activism, their understanding of agency grows significantly. Link classroom activities to current events to make the learning immediate and personal.

Successful learning looks like students confidently explaining multiple ways citizens influence Parliament and applying that knowledge to create action plans. They should articulate the difference between rights and responsibilities and recognize the value of diverse participation methods. Group work should show creativity and informed decision-making.

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Watch Out for These Misconceptions

• During the Collaborative Investigation, watch for students who assume change is only possible after turning 18. Redirect them by asking, 'What examples of teen-led petitions or social media campaigns can you find?'

  During the Collaborative Investigation, remind students to review the 'Power of Youth' case studies provided in their resources. Ask them to highlight at least one example of a young person influencing Parliament before they finalize their plan.

• During the Gallery Walk, listen for students who claim protesting is the only way to make the government listen. Redirect them by pointing to the 'Alternative Methods' section of the posters.

  During the Gallery Walk, have students compare the effectiveness of different methods by noting which actions are highlighted in each protest image’s caption. Ask them to identify at least one non-protest strategy in every station.

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Methods used in this brief

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