Understanding Parliament – democracy in action
A planning resource for learning about Parliament and parliamentary processes for Years 4 to 10
Version 1.0

Contents

Introduction

Why develop learning programmes about Parliament and parliamentary processes?

Purpose of the planning resource

Appendices to provide support for teachers

Conceptual understandings that relate to Parliament, Aotearoa New Zealand as a democracy and democratic processes

Conceptual understandings and Achievement Objectives

Concepts

Key competencies

Effective teacher actions to promote student learning

Learning experiences

Inquiry learning

Values

Conceptual understandings, key ideas and links to The New Zealand Curriculum principles

Conceptual understandings, focus questions and possible learning experiences

Conceptual understanding: There is a relationship between Parliament and our lives.

Conceptual understanding: We need rules and laws and there is a process to make rules and laws.

Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have
roles, rights and responsibilities to participate in democratic processes.

Conceptual understanding: Aotearoa New Zealand’s democratic processes reflect the diversity of our society and promote participation by all groups.

Conceptual understanding: The Treaty of Waitangi, Te Tiriti O Waitangi, is Aotearoa New Zealand’s foundation law-making document and the Treaty of Waitangi, Te Tiriti O Waitangi, principles are
reflected in laws today.

Conceptual understanding: Aotearoa New Zealand has a role in the global community.

Conceptual understanding: Parliament influences the Aotearoa New Zealand economy and Parliament is influenced by the Aotearoa New Zealand economy.

Appendix One – Achievement Objectives by Level

Appendix Two – Graphic organisers

KWHL chart

Class wall chart

Flowchart

Thinking grid

Mind map

Word bank

Concept web

Compare and contrast diagram

Structural indexing

Vocabulary tree

Comparison organiser

Concentric circles model

PMI chart – Plus, Minus and Interesting

Concept of definition map (CD Map)

Appendix Three – Process of creating a new law

Appendix Four – Glossary

Appendix 5 – Useful websites

History

Introduction

Why develop learning programmes about Parliament and parliamentary processes?

Many young people believe that what happens in Parliament and actions the Government takes have no relevance to their lives.

Developing learning programmes about how Parliament and parliamentary processes that relate to students, schools and the local community allow students to understand that they have a role in the shaping the nature of Aotearoa New Zealand today and in the future.

Students can develop an understanding of their rights and responsibilities as citizens of Aotearoa New Zealand and learn how to take action to have laws and bylaws created or amended.

Young people can make connections between the work of Parliament and their own lives and develop an understanding of the principles of democracy.

Purpose of the planning resource

This planning resource about Parliament and parliamentary processes is provided to support teachers as they develop teaching and learning programmes about Parliament and parliamentary processes for students at Years 4 to 10.

It encourages teachers to develop learning programmes that make connections between:

  • the context of Parliament, democracy in Aotearoa New Zealand and democratic and parliamentary processes
  • The New Zealand Curriculum
  • the lives of students.

Appendices to provide support for teachers

  • Appendix 1 – Social Studies Achievement Objectives (Level 2-5)
  • Appendix 2 – Graphic organisers
  • Appendix 3 - Flow chart that outlines the process of creating a new law
  • Appendix 4 - Glossary of terms associated with Parliament and parliamentary and democratic processes
  • Appendix 5 – Useful websites

Conceptual understandings that relate to Parliament, Aotearoa New Zealand as a democracy and democratic processes

The New Zealand Curriculum principles ‘put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.’[1]

Seven conceptual understandings have been identified to build understandings in Social Studies, about how individuals and groups in Aotearoa New Zealand can actively participate in our democratic processes and take a role as active citizens contributing to Aotearoa New Zealand’s future.The conceptual understandings have been aligned to the principles outlined in The New Zealand Curriculum.

Conceptual understandings and Achievement Objectives

This planning resource is designed to help teachers select appropriate conceptual understandings and Achievement Objectives that link to their students’ and their schools’ and community’s needs. The conceptual understandings listed relate to a range of Achievement Objectives at each level. Teachers can then plan learning experiences appropriate to their students using a variety of approaches.

For example:

The Conceptual understanding:Parliament influences the Aotearoa New Zealand economy and Parliament is influenced by the NZ economy relates at:

Level 2 - Achievement Objective - Understand how people make choices to meet their needs and wants.

Level 5 - Achievement Objective - Understand how economic decisions impact on people, communities and nations.

The Conceptual understanding:We need rules and laws and we have processes to make rules and laws relates at:

Level 3 - Achievement Objective - Understand how groups make and implement rules and laws.

Level 4 - Achievement Objective - Understand how formal and informal groups make decisions that impact on communities.

The Social Studies Achievement Objectives are provided in Appendix 1.

Concepts

Learning about Parliament, Aotearoa New Zealand’s form of democracy and democratic processes can engage students in learning about the following concepts: Citizenship, Past, Present, Future, Contributing, Belonging, Cultural diversity, Ethnicity, Participation, Interaction, Rules, Laws, Roles, Rights, Responsibilities, Leadership, Governance, Opportunity, Systems, Customs and Traditions.

Teachers will select which concepts they wish to focus on in the learning programme they develop.

Key competencies

Students strengthen their key competencies by using them in a range of contexts and by applying the competencies to authentic situations. Developing competencies enriches the learner and draws on and develops their knowledge, skills, attitudes and values.

This table indicates key competencies students develop as learners and the key competencies they develop and use as active citizens in Aotearoa New Zealand.

Learners / Learning context - An active citizen
Thinking
  • think independently and develop new ideas to apply to different contexts
  • critically reflect on what has been learned and on the learning process
  • think creatively and show openness to new ideas
Using language, symbols, and texts
  • make meaning and judgements from a range of language, texts, and symbols
  • select, sort, and confidently use a range of technologies
  • organise, synthesise, interpret, explain or evaluate complex information related to concepts
Managing self
  • establish and manage learning goals and meet commitments
  • set high standards and take risks in learning
  • develop new skills and a sense of competence
  • develop problem resolution skills and self-efficacy
  • respond appropriately to corrective feed-back
/ Thinking
  • be receptive to a range of ideas from a range of sources
  • analyse and synthesise information, develop informed opinions and make informed decisions
  • have the confidence to express original ideas and become self regulated thinkers
  • think in depth about complex issues and problems as they relate to our society
Using language, symbols, and texts
  • understand the specific language involved in parliamentary and democratic processes e.g. repealed
  • use a range of technologies to understand and communicate information or to communicate an informed point of view
Managing self
  • act and respond appropriately in a range of social contexts
  • take opportunities to participate in parliamentary processes and advocate for themselves

Learners / Learning context - An active citizen
Relating to others
  • show consideration to others and their learning
  • work co-operatively in diverse groups and participate in peer assessment
  • recognise, respect, and value the diverse opinions within their learning communities
  • support others and help build an inclusive learning environment
Participating and contributing
  • contribute ideas and participate in their class and school community
  • reflect on new learning to support a community of learners
  • initiate learning opportunities and are active participants in the learning
  • express a view and be involved in decision-making processes
/ Relating to others
  • recognise, respect, and value the diverse opinions within their communities
  • understand how communities inter-connect and work together for the common good
  • accept and negotiate differences in perspectives amongst members of the community
  • understand the complexity of multiple ways of expression and understanding
  • take opportunities to participate in parliamentary processes and advocate for themselves and others
Participating and contributing
  • understands the community they operate in and are actively involved in their community
  • belong to their community and have the confidence to participate in community actions and processes

Students’ key competencies are developed through a range of learning experiences and across a range of contexts. This planning resource outlines some key competencies students could develop as they complete suggested learning experiences, however teachers will select appropriate key competencies for their students’ needs.

Effective teacher actions to promote student learning

This planning resource supports teachers to consider effective teacher actions to promote student learning. The Best Evidence Synthesis in Social Sciences/Tikanga ā Iwi (BES) identifies four mechanisms that facilitate learning for diverse learners in Social Studies. Evidence shows that consistent use of these approaches has a positive impact on students’ learning in Social Studies.

  1. Connection - make connection to students’ lives
  2. Alignment - align experiences to important outcomes
  3. Community - build and sustain a learning community
  4. Interest - design experiences that interest students.

Learning experiences

This planning resource provides some initial learning experiences for each conceptual understanding outlined. It is expected teachers will adapt these and create their own to use in the learning programmes they develop.

The learning experiences provided are matched with a possible key competency development and aligned to the BES approaches.

For some of the learning experiences a relevant graphic organiser is provided in Appendix 2.

Inquiry learning

The learning experiences outlined in the planning resource show some opportunities for inquiry learning. Building Conceptual Understandings in the Social Sciences: Approaches to Social Inquiry[2] provides guidance in developing a social inquiry approach to explore conceptual understandings relating to Parliament and parliamentary and democratic processes.

Values

Through their learning experiences related to Parliament and parliamentary and democratic processes students will have opportunities to learn about:

  • their own values and those of others
  • different kinds of values, such as moral, social, cultural, aesthetic, and economic values
  • the values on which Aotearoa New Zealand’s cultural and institutional traditions are based
  • the values of other peoples and cultures.

The New Zealand Curriculum values / Values of a democratic Parliament
  • Excellence
  • Innovation, inquiry and curiosity
  • Diversity
  • Equity
  • Community and participation
  • Ecological sustainability
  • Integrity
  • Respect
/
  • Participation
  • Representation
  • Accessibility
  • Accountability
  • Transparency
  • Effectiveness

Conceptual understandings, key ideas and links to The New Zealand Curriculum principles

These seven conceptual understandings can be used to help build understanding about how individuals and groups in Aotearoa New Zealand can participate in our democratic processes and take a role as active citizens contributing to Aotearoa New Zealand’s future.

Conceptual understandings / Key ideas / The New
Zealand
Curriculum principles
  • There is a relationship between Parliament and our lives.
/
  • Parliament makes laws so that we can operate as a society.
  • The laws reflect the needs of individuals and groups in Aotearoa New Zealand.
  • Members of Parliament work to support people in their electorates.
  • People can influence Parliament and get laws created, amended or repealed.
/ Coherence
Inclusion
Future focus (citizenship)
Community engagement (links with their wider lives)
  • We need rules and laws and there is a process to make rules and laws.
/
  • Rules and laws affect the way we live e.g. transport, buying goods, communication, safety, technology, social networking.
  • Rules, unwritten rules and laws differ in the way they are formed and implemented.
  • Laws and rules change through time. Laws and rules can be created, amended or repealed to reflect change through time.
  • New laws and rules are made in response to changes in society.
  • There is a formalised process for creating a law.
  • Laws can be local (council bylaws), national or global.
/ Future focus Coherence
Community engagement
  • Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes.
/
  • Some decisions I/we make and some decisions others make for me/us.
  • People have multiple roles in their lives. These roles have a variety of responsibilities.
  • There is a connection between people’s rights and their responsibilities.
  • Aotearoa New Zealand operates a democracy that is unique to our country and reflects our values.
  • Aotearoa New Zealand is a constitutional monarchy.
  • Aotearoa New Zealand has democratic processes specific to Aotearoa New Zealand that reflect the principles of democracy.
  • Aotearoa New Zealand society has changed, and is changing, over time and this is recognised in the organisations and processes of Parliament and government.
/ Inclusion
Cultural diversity Coherence
Community engagement
  • Aotearoa New Zealand has democratic processes that reflect the diversity of our society and promote participation by all groups.
/
  • The democratic processes operating in Aotearoa New Zealand allow recognition of the many perspectives in Aotearoa New Zealand society.
  • The democratic processes promote representation of the diversity of Aotearoa New Zealand society in organisations.
  • The culture of individuals is recognised and opportunities are provided for individuals from all cultures to participate and contribute to society.
/ Cultural diversity
Treaty of
Waitangi
Inclusion
Community
engagement
  • The Treaty of Waitangi, Te Tiriti O Waitangi, is Aotearoa New Zealand’s foundation law-making document and the Treaty of Waitangi, Te Tiriti O Waitangi, principles are reflected in laws today.
/
  • The Treaty of Waitangi, Te Tiriti O Waitangi, principles of participation, protection and partnership are the foundations of AotearoaNew Zealand law and influence the process of creating and amending laws.
  • The Treaty of Waitangi, Te Tiriti O Waitangi, has influenced, and continues to influence, rules and laws in Aotearoa New Zealand.
  • The Treaty of Waitangi, Te Tiriti O Waitangi, is a living document with multiple interpretations.
  • The interpretation of the Treaty of Waitangi, Te Tiriti O Waitangi, influences people’s points of view.
/ Treaty of
Waitangi
Inclusion
Cultural diversity
  • Aotearoa New Zealand has a role in the global community.
/
  • Aotearoa New Zealand has a role in significant global issues like:
  • human rights and peace keeping
  • defence
  • immigration/refugees
  • trade policy
  • resource management and sustainability.
  • Parliament has a role in determining how Aotearoa New Zealand acts in the global community.
/ Future focus Cultural diversity Inclusion
  • Parliament influences the Aotearoa New Zealand economy and Parliament is influenced by the Aotearoa New Zealand economy.
/
  • Parliament shapes and influences the Aotearoa New Zealand economy.
  • The economy of the country influences decisions made by Parliament, the Government and government agencies.
/ Coherence
Future focus

Conceptual understandings, focus questions and possible learning experiences

* Where graphic organisers are referred to examples can be found in Appendix Two.

Conceptual understanding: There is a relationship between Parliament and our lives.

Focus questions
What is Parliament?
What happens in Parliament?
How do the groups we belong in shape our ideas?
How are our lives connected to the work of Parliament? / Suggested learning experiences
Students could begin with a picture of a session of Parliament in action or watch footage of Parliament TV and discuss what happens in Parliament and how it affects their lives.
Using a KWHL chart*, individuals or groups can complete what they know about Parliament, identify what they want to know, complete relevant research and share their findings.
Students can share ideas about what the word ‘Government’ means and develop a group definition of the terms Parliament and Government using a word bank organiser*.
Students can, individually or working in groups, compile a list of all the groups that they belong to. They can identify groups that interest them and discuss how these groups affect them and how they affect the groups.
Students can use interviews to investigate how the work of Parliament impacts on:
  • their life
  • their parents’ or caregiver’s lives
  • the lives of a grandparent or elder relative or friend.
Students can develop suitable interview questions and conduct interviews with members of each age group. Using a sequencing chart*, they can investigate the relationship between Parliament and people’s lives.
From the collected information students can form some generalisations relating to the ways the work of Parliament impacts on their lives (and the lives of people they know) at different ages and life stages. / Key competencies
Relating to others
Working together students come up with new approaches, ideas and ways of thinking.
Thinking
Critically evaluating information and constructing knowledge.
Managing self
Establishing and managing learning goals and meeting commitments.
Thinking
Critically evaluating information and constructing knowledge. / Effective pedagogy in Social Sciences (BES)
Alignment
Identifying students’ prior knowledge of Parliament and how it operates and the role of the Government.
Connection
Identifying students’ prior knowledge of themselves in relation to their community.
Connection
Using students’ own lives as a point of comparison.