Lesson 3

Learning Intention:

We are learning why countries need systems of government.

Success Criteria:

• I can complete the STEM challenge with my team

• I can reflect on the rules of the activity and how these can affect the way a group of people live and work together

• I can design a list of fair rules that all must follow

Mini Lesson/Explicit Teaching

Teacher to divide the class into two groups, Team A and Team B. Provide each team with a copy of The Marble Race – Upper Years STEM Challenge Card, as outlined on the grade 5/6 website. 

Students will complete this challenge as a team. Team A has no rules and may use all allowed materials, whereas team B must complete the challenge according to the following rules:

• The team can only use scrap paper and masking tape to construct their tunnel.

• The team’s tunnel can only be a maximum length of two metres.

• The team has only ten minutes to complete the challenge.
  After completing the challenge, ask the students:

• Was it a fair challenge? Why or why not?

• How did the rules for Team B affect the outcome of the challenge?

• Would the challenge have been better if the teams had the same rules? Why or why not?

As a class, brainstorm how rules can affect how a group of people live and work together e.g. a family, a class, a community. Record student ideas on the board. Encourage students to suggest how rules might affect how a country is run. Discuss and define ‘A System of Government’, as outlined on the grade5/6 website. 

As a class, discuss the implications for the following scenario: “Imagine if Australia did not have a system of government.” Add any new ideas to the class brainstorm. 

Teaching Groups

Catch Group Focus: System of Government – rules 

Student Task

As a class, discuss and create a list of fair and reasonable rules that could be used for the Marble Race STEM Challenge activity.

Divide the class into the same groups from earlier (Team A and Team B). Ask the students to repeat the challenge with their teams, this time working in accordance with the new list of agreed rules. 

Reflection

Students reflect by answering the following questions (metacognitive):

• Which challenge was fairer? Why?

• Why is it important to have the same rules for everyone?

• How can rules affect the running of a country?

After reflecting on the task students set themselves a goal for the next session. 

Lesson 4

Learning Intention:

We are learning about the different types of government systems.
Success Criteria: 

• I can research different systems of government 

• I can discuss the features of different government systems

• I can discuss the democratic system of government in Australia 

Mini Lesson/Explicit Teaching

• Students watch the following video – Types of Government:
  https://www.youtube.com/watch?v=EpP7bBaI50k
  At the end of the video, ask the students:

• Why do most countries have a system of government?

• What are the main forms of government?

• Which system of government do you think we have in Australia?

Discuss the different systems of government, as outlined on the grade 5/6 website. Ask the students if they are aware of any countries around the world that adhere to the systems of government displayed on the slide e.g. North Korea is a dictatorship.

Using coloured counters, ask the students to demonstrate each system of government. After creating each system, encourage students to discuss:

• the main features of each system

• which systems seem fair or unfair

• which system we have in Australia.

Discuss the democratic system of government in Australia, as outlined on the grade5/6 website. As a class, research the meaning of the term ‘constitutional monarchy’.

Student Task:

Place the students into small groups and ask each group to discuss the following scenario: “Imagine if there was only one student in your class who was in charge of making all the decisions. Imagine this person loved playing soccer and decided that every class sport lesson for the whole year was a soccer game.” 

In their groups, ask students to record their responses to the following discussion points: 

• if you would agree with this decision

• if this was a fair decision

• how the decision could have been made fair. 

Once the students have finished their responses, ask each group to share their ideas with the class. Discuss any similarities or differences in each group’s response.

Reflection:

As a class, reflect on the different types of government systems. Discuss why it is important for the people of a country to have a say in the way in which their country is governed (metacognitive).

After reflecting on the lesson students set themselves a goal for the next session. 

Inquiry

Lesson 5

Learning Intention:

We are learning about Australia’s system of government.

Success Criteria:

• I can define democracy. 

• I can compare Australia’s democratic system to political systems around the world.

• I can research countries around the world that have a democratic system of government.

Mini Lesson/Explicit Teaching 

Students watch the following video – What is Democracy? (BTN):
https://www.abc.net.au/btn/classroom/what-is-democracy/10524786

At the end of the video, ask the students:

• What is a democracy?

• What type of democratic system do we have in Australia?

• Why is it important for the people of Australia to have a voice?
  
  

Discuss Australia’s System of Government, The Washminster System, The British Westminster System & The United States Federal Model.
Ensure students understand that Australia has a representative democracy system, based on the British and United States systems of government.

As a class, brainstorm reasons why Australia used elements from both the British and United States government systems. Record the students’ ideas on an anchor chart. 

Student Task:

Part 1: Understanding Democracy

1. In pairs, write a definition of democracy in your own words.

2. Compare your definition with another pair and refine it if necessary.

3. As a class, discuss and agree on a final definition of democracy to display in the classroom.

Part 2: Comparing Political Systems

1. Group Activity – Democracy Around the World:

   • Each group will be given a brief description of a democratic system (e.g., Australia, USA, UK, Canada, India, Germany).

   • Read the description as a group and identify key features, such as:

     • How leaders are chosen.

     • The role of citizens in decision-making.

     • Key differences from Australia’s system.

2. Create a Comparative Chart:

   • Using the information provided, each group will create a Venn diagram or table comparing their assigned country’s system to Australia’s democracy.

Reflection

Part 3: Reflection & Presentation

1. Group Presentations: Each group will present their findings to the class.

2. Class Discussion:

   • What do we notice about different democratic systems?

   • How does Australia’s democracy ensure people’s voices are heard?

   • If you could change one thing about Australia’s government system, what would it be and why?

Lesson 6

Learning Intention:

We are learning to understand the structure and role of the Australian Parliament, including the Separation of Powers, the House of Representatives, and the Senate.

Success Criteria:
- I can explain the purpose and function of the Australian Parliament.
- I can describe the Separation of Powers and its role in democracy.
- I can identify the roles of the House of Representatives and the Senate.
- I can work collaboratively to research and present key information about my expert topic.
- I can reflect on my learning and set a personal goal for next week.

Explicit Teaching:

As a class, brainstorm and record what the students already know about: Australian Parliament Separation of Powers The House of Representatives The Senate. The teacher displays and discusses information about Australian Parliament, the Separation of Powers, the Governor-General, The House of Representatives, the Senate and Parliament House. As a class, discuss the prompts for each section. 

Catch group focus: 

Monitor and support the students as they complete the independent task. As guiding questions, such as: What purpose does your expert topic have in Australian Parliament? How does your expert topic reflect democracy? Why is your expert topic important to the Australian Parliament? 

Student Task:

Divide the students evenly into four ‘expert’ groups. Provide each group with a large piece of paper and the following infographic posters: Group 1 – Parliament of Australia Group 2 – Separation of Powers Group 3 – The House of Representatives Group 4 – The Senate. Students use the information on their infographic poster to create their own poster that summarises their expert topic. Once the students have finished, gather together as a class. Provide each group with the opportunity to share and explain their posters. 

Reflection:

As a class, reflect by adding any new ideas to the brainstorm from the start of the lesson. Display the students’ posters around the classroom (metacognitive) After reflecting on the task students set themselves a goal for next week. 

Learning Intention (LI):

We are learning to understand the rights and responsibilities of being an Australian citizen.

Success Criteria (SC):

• I can describe what it means to be an Australian citizen.

• I can identify key rights and responsibilities of citizenship.

• I can use reliable online resources to gather information.

• I can share my findings clearly with others.
  
  

Warm-Up (10 mins):

Think-Pair-Share
Pose the question:
🗨️ "What do you think it means to be an Australian citizen?"

• Students silently think for 1 minute.

• Pair up and share their ideas (3 minutes).

• Take class responses on the board or digital doc (5 minutes).

• Group student answers under two categories: Rights and Responsibilities.
  
  

Explicit Teaching (10 mins):

Use slides or the board to introduce:

• The concept of citizenship.

• The rights of Australian citizens (e.g., voting, freedom of speech, access to services).

• The responsibilities (e.g., obeying the law, serving on a jury, respecting others).

• Show a short video (1–2 mins) from BTN https://www.abc.net.au/education/btn-why-is-citizenship-important/13763484

Model how to:

• Use a keyword search like "Australian citizenship for kids".

• Evaluate reliable websites (e.g., .gov.au, .edu.au).

• Take dot-point notes.
  
  

Student Task (30 mins):

Research & Mini-Presentation

In pairs, students will:

1. Use their laptops to research “What does it mean to be an Australian citizen?”

2. Find at least:

   • 3 rights

   • 3 responsibilities

   • 1 interesting fact about becoming a citizen

3. Create a short poster or digital slide (Google Slides) to present their findings.
   
   

📍Provide a list of safe websites or a Google Doc with clickable links to get started:

• https://www.peo.gov.au

• https://www.homeaffairs.gov.au

• https://www.abc.net.au/education
  
  

Reflection (10 mins):

🪞 Students complete an Exit Ticket answering:

• What is one new thing you learned about being an Australian citizen?

• Why is it important to know your rights and responsibilities?

You could also run a Quick Poll (hands up or digital) on:

• “Do you think being a good citizen is important?”

• “Do you think kids have responsibilities too?”

Refer to lesson 7, the previous lesson. 

Learning Intention (LI):

We are learning to understand the rights and responsibilities of being an Australian citizen.

Success Criteria (SC):

• I can describe what it means to be an Australian citizen.

• I can identify key rights and responsibilities of citizenship.

• I can use reliable online resources to gather information.

• I can share my findings clearly with others.

Students present their projects to their peers. Once finished, they continue to finish their debates in preparation to present to the 5/6 cohort next Tuesday. 

Learning Intentions:

• We are learning to work collaboratively to plan a structured debate.

• We are learning to research, form an argument, and prepare rebuttals using evidence.

Success Criteria:

• I can clearly state my team’s position and support it with 3–4 relevant points.

• I can work respectfully with my team to plan our debate.

• I can help prepare a rebuttal that responds to the other side’s argument.

• I can help conclude our team's case clearly and confidently.

Introduction (10 minutes)

• Review the purpose of a debate and why structured arguments are important.

• Go through the four parts of a debate using the displayed guide:
  
  

  1. Introduction

  2. Support Your Idea

  3. Rebuttal

  4. Conclusion

• Provide examples of strong vs. weak arguments.
  
  

2. Group Formation and Topic Selection (5 minutes)

• Put students into groups of 4.

• Each group draws or selects a debate prompt (e.g., “Our classroom should have a class pet” or “School uniforms should be banned”).

• Assign each group a side: for or against.

3. Group Research and Planning (30 minutes)

• Groups assign roles:

  • Introduction speaker

  • Two idea supporters

  • Rebuttal speaker

  • All help with conclusion

• Students use computers to research their topic and record supporting evidence.

• Use a planning template to organise their points under the headings:

  • Introduction (Topic, Position, Claim)

  • 3–4 Strong Points with evidence

  • Rebuttal (predict the other side’s argument and respond)

  • Conclusion (Restate claim, sum up points, eye contact practice)

4. Sharing and Feedback (10–15 minutes)

• If time allows, invite 1–2 groups to present their debate plan (not full debate).

• Give feedback on strength of arguments, clarity, and structure.

• Class peer feedback using 2 stars and a wish format.

Assessment:

• Anecdotal notes on group collaboration and contribution

• Student planning templates (formative check of structure and reasoning)

Extension:

• Students draft their speeches or rehearse for a full debate next lesson.