Politics & Parliament
Question Time is a trade mark of the British Broadcasting Corporation
Toolkit
Schools Question Time Politics & Parliament Toolkit
Contents Schools Question Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Lesson 1: People and Parliament . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Worksheet 1 Worksheet 2 Worksheet 3 Lesson 2: Parliament and Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Worksheet 4 Lesson 3: Voting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Worksheet 5 Curriculum Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 About Parliament’s Education Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Question Time is a trade mark of the British Broadcasting Corporation
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Schools Question Time Politics & Parliament Toolkit
Schools Question Time Schools QUESTION TIME is a Political Literacy and Citizenship Life Skills initiative supported by Parliament’s Education Service, the Institute for Citizenship and the BBC. The initiative is designed to provide a unique chance for young people to participate in activities which will encourage them to become active and informed citizens. There are four specific activities/resources to the initiative: Politics & Parliament Toolkit - a free Political Literacy resource which can be used independently from the Schools QUESTION TIME Challenge. The toolkit explores the themes of Politics and Parliament and includes three in-depth lesson plans for Key Stage 3 and 4 on: > People and Parliament > Parliament and Government > Voting Communication Skills Toolkit – a free resource which can be used independently from the Schools QUESTION TIME Challenge. It explores the value and characteristics of good debate for informed citizenship. The Toolkit is made up of a set of teacher’s notes, seven lesson plans and resource sheets for six different types of debate. It has been developed with the help of teachers and educators to help both you and your students explore: > the value of discussion and debates > the interpersonal communication skills that enable quality dialogue > different models that can be used > the relationship between effective communication and citizenship. Event Pack – a free resource which can be used independently from the Schools QUESTION TIME Challenge and the Communication Skills Toolkit. This resource is particularly useful if the school is considering entry to the Challenge as it helps secondary school students explore opinion forming, communicating and debating. It includes activities to help with event planning and evaluation. The event pack consists of six photocopiable Student Cards, teacher’s notes and three full colour posters. The pack has been developed with teachers to promote structured discussion and debate. It enables students to explore democratic processes and systems, the qualities of leadership and responsibility and how to ensure representation for diverse groups within society. Students will learn how to: > understand other people’s points of view better > organise their lives more effectively 1
Schools Question Time Politics & Parliament Toolkit
> > > > > > >
make friends more easily learn more effectively put across points of view more effectively make better decisions enjoy the respect of other people be more interesting to other people get more pleasure from other people’s company.
Challenge Guide – a guide to entering the Schools QUESTION TIME Challenge. The Challenge is a competition in which students put on a local QUESTION TIME event which is judged across the UK. Delegates from the four winning teams help to make the last televised BBC QUESTION TIME of the season in July 2009. Entry is simple and full details are given in the Challenge Guide – initial entry is by answering three simple questions. The 10 schools with the best entries will receive: > an exciting full day workshop focusing on Political Literacy and communication skills delivered by Parliament’s Education Service. All workshops focus on active learning and participation > an award to the value of £250 from the Institute for Citizenship supported by Parliament’s Education Service to run a local Schools QUESTION TIME event. Enter the Schools QUESTION TIME Challenge and your students could win the opportunity to help produce a real edition of BBC’s QUESTION TIME with David Dimbleby and the regular TV production team! See www.schoolsquestiontime.org
Question Time is a trade mark of the British Broadcasting Corporation
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Schools Question Time Politics & Parliament Toolkit
Introduction Active citizens in the 21st century now need an understanding about the complex processes round them. The importance of understanding, and interacting with, the institutions and processes that govern us has never been more important. The issues surrounding Politics and Parliament have often been seen as challenging topics to teach as part of Citizenship and PSHE classes. These lessons are vital for informing young citizens of why and how decisions that affect them are made, but can be hard to teach. This year’s free Schools QUESTION TIME resources try to help teachers to tackle complex and challenging topics in a fun and informative way. This resource has been developed with the help of teachers and educational experts to help you and your students explore: > the different roles of Parliament and Government > the differences between being an MP and a Member of the House of Lords, and the processes of election of MPs and the nomination of Peers > their voting rights and the reasons why people do or do not vote The resource comprises: > three in-depth lesson plans aimed at guiding teachers and students through all the major facts and issues > information about Parliament’s Education Service and how you can access free resources and support for students and teachers This Toolkit has been produced by the Institute for Citizenship and Parliament’s Education Service as part of Schools QUESTION TIME, a Political Literacy and Citizenship Life Skills initiative supported by Parliament’s Education Service, the Institute for Citizenship and the BBC. It uses the format of the BBC’s QUESTION TIME programme as a springboard for thinking about being active and informed citizens. You can also download a FREE Schools QUESTION TIME Event Pack, which is designed for secondary students and will help them to explore opinion-forming, communicating and debating, and event planning and evaluation. For this and a host of other Politics and Citizenship resources visit: www.schoolsquestiontime.org and www.parliament.uk/education
Enter the Schools QUESTION TIME Challenge and your students could win the opportunity to help produce a real edition of the BBC’s QUESTION TIME with David Dimbleby and the regular TV production team! See www.schoolsquestiontime.org 3
Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 1: People and Parliament Learning Aim/s: • •
To introduce students to the differences between being an MP and a Member of the House of Lords To examine the processes of the election of MPs and the nomination of the Peers
Learning Outcomes: • • Must (all)
• • • •
Should (most) •
• Could (some) •
Will be able to explain that MPs are elected and that a member of the House of Lords is nominated or chosen Will be able to explain in limited detail the general election process in the UK Will have some understanding of the different reasons why a person may become a member of the House of Lords Understand what a manifesto is and the part it plays in the election process. Will have a more broad understanding of the work and role of the House of Commons and the House of Lords Will be able to explain the general election process in the UK in some detail Will have more of an understanding of the different reasons why a person may become a member of the House of Lords and articulate their opinions on this. Will be able to compare and contrast the different memberships within the House of Commons and the House of Lords and express their opinions on this Will understand the process of a general election and be able to understand the role manifestos play in helping the electorate choose who to vote for.
KS3/4
Ages 11- 16
Key Stage/Ages Worksheet 1 Resources/Preparation
Worksheet 2 Worksheet 3
Constituency area manifestos A, B and C (one for each candidate in the party) Ballot papers 1 per student Nomination for a People’s Peerage worksheet.
All Worksheets are below Lesson Plan
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 1: (Cont) People and Parliament Lesson Timings Introduction 0 - 10 minutes
Student Learning Activity
Teacher Activity/ Responsibility
Activity 1: The first half of the lesson will be staging a mini-election in the Individual activity for ‘candidates’: classroom to illustrate, in a very Decide who will be the party basic form, a general election. leader (and therefore prime Split the class into three areas: minister if they win) Constituency A, B and C. Ask for three volunteers from each There are two promises already section and designate them a on the manifesto, which their constituency party. individual party stands for no Hand out the relevant manifesto matter what the constituency. worksheet to each candidate. They, as individual candidates, have to decide on two additional Meanwhile, ask the other students to promises that are unique to their split their classroom into three areas, own constituency. handout ballot papers and prepare for the election NB: If there is time ask two students from each ‘area’ to act as election officials with a register to mark off names as people vote and to count the vote afterwards .Ask the ‘candidates’ to read out their manifestos in turn within their area. NB: make clear to students that they are voting for the candidate in their area not for the whole classroom
Development 10 - 30 minutes Class Activity: Students allowed 1 vote in their area (including the candidates)
Results: If more than two candidates from the same party win, they form the governing party for the classroom. If their party leader was elected, they become the Prime Minister, if not they need to choose another one. If it is an equal split amongst the different parties, they will need to form a coalition government, decide on joint policies and one leader.
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 1: (Cont) People and Parliament 30 - 50 minutes
Activity 2: House of Lords Explain that the membership of the House of Lords has changed over Pair/ individual activity: time. Nominate a person to be The majority of the House of Lords awarded a People’s Peerage. are ‘life peers’ (which means they This can be someone famous or have been awarded their title for someone the students know life and it does not pass on to their personally but they do have to children) justify their answers The Life Peers have been nominated as they have expertise in a particular area (e.g. education, science, business) Ask the students (either individually or in pairs) to decide on a person Present nominations to the class they would nominate for membership of the House of Lords (using the worksheet provided)
Ask students to give feedback on the choices. Do they agree/ disagree and why?
Plenary 50 - 60 minutes
Recap over the different memberships of the Houses of Oral feedback/ Class Discussion Parliament. Main summary points: MPs are elected, represent an area of the country, can belong to a political party (but can be independent) and once elected it is their full-time job and they are paid a salary Lords are on the whole, nominated or chosen for a variety of reasons including being an expert in a particular area. For the majority of Lords, it is not their full-time job and they are not paid, though they can claim expenses for travel, etc
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 1: (Cont) People and Parliament •
Extension
If there is time, this activity can be split into two lessons:
Class Election: Ask each candidate to respond to questions from their electorate (e.g. a hustings) This can lead to further discussion on the role of a manifesto and how candidates use it to get elected Nominate a People’s Peerage: Ask the students to research a member of the House of Lords. Go into further detail of the membership of the House of Lords (including Bishops Archbishops, Law lords and Hereditary peers) Further detail can be found from Parliament’s website at www.parliament.uk or contact the Education Service at www.parliament.uk/education
X
Assessment/ Assessment for Learning (AFL)
X Key words:
Group Work
X
Public Speaking
Peer Assessment
X
Communication Skills
Self Assessment
X
Individual work
Oral feedback
Written feedback
MP, Lord, General Election, Parliament, Nominated, Elected, Constituency, Constituent, Manifesto, Life Peer
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Schools Question Time Politics & Parliament Toolkit
People and Parliament Worksheet 1 - Manifesto A
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Schools Question Time Politics & Parliament Toolkit
People and Parliament Worksheet 1 - Manifesto B
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Schools Question Time Politics & Parliament Toolkit
People and Parliament Worksheet 1 - Manifesto C
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Schools Question Time Politics & Parliament Toolkit
People and Parliament Worksheet 2 - Ballot Papers
Please print out as many sheets as your class needs
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Schools Question Time Politics & Parliament Toolkit
People and Parliament Worksheet 3 - Nomination for a ‘People’s Peer’
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 2: Parliament and Government Learning Aim/s: • • •
To introduce the students to the different roles of Parliament and Government To start to understand the process of law-making To understand the work of Parliament
Learning Outcomes: • Must (all)
• • •
Should (most)
• • •
Could (some)
Will understand the basic differences between Parliament and Government Will understand one of the main areas of work for Parliament is to make new laws Will have an understanding of the procedure within a debate. Will be able to produce arguments for and/or against the bill and articulate these Will understand Parliament’s function within the law-making process Will understand that a bill goes through several stages before becoming a law. Will be able to articulate their own opinions whilst also listening to the opinions of others and articulate counter-arguments.
Key Stage/Ages
KS3/4
Ages 11- 16
Resources/Preparation
Worksheet 4 - Bill Worksheet (A & B) Worksheet 5 - Debating Procedure Worksheet 6 - Classroom laid out as the House of Commons chamber
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 2: (Cont) Parliament and Government Lesson Timings
Student Learning Activity
Introduction
Group Activity: Discussing the issue in groups of 5-6 Who is affected? Why does it happen? What are the causes? What are the problems? Who is responsible? What are the solutions (if any?)
0 - 10 minutes
Development 10 - 30 minutes
Teacher Activity/ Responsibility Explain that Parliament is made up of three parts: the House of Commons, the House of Lords and the Queen. Their main role is to make laws and keep an eye on the Government.
The Government are formed by the leader of the party with the most MPs. He or she can chose whoever Group Activity: Using bill they like to come and join them. worksheet, students in groups to Their main job is to come up with the create a draft law ideas for laws. Present their bill to the class. Vote on each bill in turn.
30 - 50 minutes
Class Discussion: Government: They need to Creating a Bill: Using the bill deliver an opening speech (1 worksheet, ask students to design a minute max) to say why this bill law that will help provide a solution should be made a law. to this issue/ problem. ( 5 minutes) Governing Party Back benchers: They sit on the same side of the Ask students to read out bills (which Chamber as the Government and is similar to a first reading) and then will agree in principle with bill but vote on it in the style of the House of may have some objections or Commons or House of Lords (see suggestions on how it could attached notes) change. Debating Activity: Official Opposition: They are Hopefully, at least one bill has against the bill and need to passed its first reading (if not, predeliver an opening speech (1 prepare a bill on the topic that can minute max) after the be used). Government on why the bill Choose one group whose bill was shouldn’t be passed passed to become the Government. Other parties: This group can They are going to take their bill onto decide to be for or against the bill its second reading where the class and suggest alternatives. will debate it and then vote on it again.
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Schools Question Time Politics & Parliament Toolkit
Politics Literacy Lesson 2: (Cont) Parliament and Government See accompanying notes on how to conduct a debate in the style of the House of Commons or House of Lords. The rest of class should be split into the three groups outlined and prepare arguments accordingly
Plenary
Class Discussion
50 - 60 minutes
Extension
•
The students can find out a current bill that is going through Parliament (on www.parliament.uk) and follow it’s progress through the different stages.
•
Give the students more preparation time to research their topic – alternatively allow them to pick individual topics to create bills on. The students can then take it in turns in role-playing the ‘Government’ in the debate
•
If you have time, you can go into a more detailed explanation of the difference between Parliament and Government and or the stages of a bill through Parliament. Contact the Education Service at www.parliament.uk/education for information.
X
Assessment/ Assessment for Learning (AFL)
X
Key words:
After the debate, ask the class to vote as they did before to decide whether the bill will be passed to the next stage.
Group Work
X
Public Speaking
Peer Assessment
X
Communication Skills
Self Assessment
Individual work
Oral feedback
Written feedback
Bill, law, government, official opposition, debate
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Schools Question Time Politics & Parliament Toolkit
Parliament and Government Worksheet 4 - Bill Worksheet A l
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Schools Question Time Communication Skills Toolkit
Parliament and Government Worksheet 4 - Bill Worksheet B
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Schools Question Time Communication Skills Toolkit
Parliament and Government Worksheet 5 - Debating Procedure Debating Procedure Voting (Division) When they vote in the chamber it is a vocal vote. The Speaker says “All those in favour of…… say aye” “All those against say no” (NB: In the House of Lords they say Content or Not Content) If the Speaker cannot tell if there is an obvious winner than they declare that the House will divide which involves the members filing through the appropriate corridor Debate It starts with an opening speech from the ‘Government’ and the ’Official opposition’ (1 minute max). The debate then opens to the floor. If a student wants to speak they need to stand (instead of putting their hands up!) and ‘catch the Speakers eye’. It is the Speakers’ responsibility to ensure that members from both sides of the House have the opportunity to speak (preferably taking it in turns). If possible ask the students not to use each others names but to refer to each other as ‘The Right Honourable Member for……’ or ‘My Right Honourable friend…… (if on the same side as them) To end the debate ask a student from the ‘Government’ side and the’ Official Opposition’ to do a 30 second closing speech and then call the vote
This is a simplified version of the procedure used in the House of Commons for the purpose of short lesson
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Schools Question Time Communication Skills Toolkit
Parliament and Government Worksheet 6 - Chamber Layout
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 3: Voting Learning Aim/s: • • •
To introduce the concept of voting in elections To introduce the concept of manifestos To examine the reasons why people do or do not vote
Learning Outcomes: • Must (all)
•
• Should (most) • • Could (some) •
Know the voting rights of UK citizens in the present day and be able to give at least one argument for why it is important to vote Be able to describe at least one reason why someone might choose not to vote and have presented a convincing counter-argument taking this viewpoint into account Be able to describe several reasons why someone chooses not to vote and have presented convincing counter-arguments taking these viewpoints into account Be able to visualise some of the consequences of people choosing not to vote and the impact on society Have in depth discussions on the apathy towards voting and the impact on society as a whole To empathise with the reasons why people choose not to vote but to present a convincing counter-argument for such viewpoints.
Key Stage/Ages
KS3/4
Ages 11- 16
Resources/Preparation
2005 General Election Data for the schools constituency from www.electoralcommission.org.uk Work Sheet 7
Photocopy Resource Sheet for each student or per group, pens
All Worksheets are below Lesson Plan
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 3: (Cont) Voting Lesson Timings Introduction
Student Learning Activity Class Discussion
0 - 10 minutes
10 - 30 minutes
Development 30 - 50 minutes
Teacher Activity/ Responsibility Write a question on the board and ask students to vote (e.g. hands-up, ballot) but then only count votes from half the class/ just the male students. Ask the students their opinion on this (e.g. is this fair? what should voting achieve?)* Explain that in the UK general election we use the ‘First Past the Post’ voting system, so the candidate who gets the most votes wins.
Class Discussion
Show the students the breakdown of voting in the school’s constituency in the last general election (2005). Look at the percentage of voter turnout. Ask students why they think people did not turn out to vote. Write feedback on the board. Ask students in groups to develop an Group Work: Develop an advertising campaign. This must advertising campaign to encourage new voters (e.g. 18 year olds) to include: - a poster campaign register to vote and/or vote on - a 30 second TV advert election day.
Present your campaign to the class.
Ask students, using resource sheet 1, to feedback on each other’s presentations.
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Schools Question Time Politics & Parliament Toolkit
Politics & Parliament Lesson 3: (Cont) Voting Plenary
Individual Activity
50 - 60 minutes
•
* If there is time, you may wish to refer to the process of enfranchisement in the UK (e.g. originally only wealthy, male landowners could vote, women did not have the vote until 1918). Using the individual activity at the end of the classroom, identify the reasons why the students feel they will vote or why they think they won’t. What will be the impact if they choose not to vote on i) themselves ii) on society in general? What would be the consequence if all 18/19 years old decided not to vote in the next election i) straightaway ii) in 2/3 years time?
Extension •
•
Assessment/ Assessment for Learning (AFL)
Ask students to individually write down their thoughts on voting. Do they think they will vote? Why? If not, what are their reasons why? Ask students, if they feel comfortable, to feedback their thoughts. This can be extended into a discussion topic (see extension)
X
Group Work
X
Public Speaking
X
Peer Assessment
X
Communication Skills
Self Assessment
X
Key words:
Oral feedback
Individual work
X
Written feedback
Bill, law, government, official opposition, debate
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Schools Question Time Politics & Parliament Toolkit
Voting Worksheet 7 - Feedback
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Schools Question Time Politics & Parliament Toolkit
Parliament’s Education Service Resources and support for schools Parliament’s Education Service works with schools and Members of both Houses of Parliament to support young people in developing their understanding of Parliament and democracy: •
Informing young people about the role, work and history of Parliament through educational visits, tours, publications and outreach.
•
Engaging young people to understand the relevance of Parliament and democracy today through active learning.
•
Empowering young people to get involved by equipping them with the knowledge and skills to take part.
To achieve this, we offer resources and support for students and teachers including: •
an exciting range of visit programmes catered to learning needs
•
an outreach programme, including teacher training and student workshops
•
online, print and DVD classroom resources on the work of Parliament.
Our services are FREE and have been designed to support the political literacy and citizenship education requirements of the national curricula in the United Kingdom.
Contact Details Education Service Houses of Parliament London, SW1A 2TT tel: 020 7219 4496 fax: 020 7219 0818 education@parliament.uk
www.parliament.uk/education
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