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Understanding Parliament – democracy in actionA planning resource for learning about Parliament and parliamentary processes for Years 4 to 10

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Author: Education Services Created: February 2012Department: Visitor Services Updated:

ContentsIntroduction....................................................................................................................................................... 3

Why develop learning programmes about Parliament and parliamentary processes?..................................3Purpose of the planning resource.................................................................................................................3Appendices to provide support for teachers..................................................................................................3Conceptual understandings that relate to Parliament, Aotearoa New Zealand as a democracy and democratic processes................................................................................................................................... 3Conceptual understandings and Achievement Objectives............................................................................3Concepts....................................................................................................................................................... 4Key competencies......................................................................................................................................... 4Effective teacher actions to promote student learning...................................................................................5Learning experiences.................................................................................................................................... 5Inquiry learning............................................................................................................................................. 6Values........................................................................................................................................................... 6

Conceptual understandings, key ideas and links to The New Zealand Curriculum principles..........................7Conceptual understandings, focus questions and possible learning experiences...........................................9

Conceptual understanding: There is a relationship between Parliament and our lives.................................9Conceptual understanding: We need rules and laws and there is a process to make rules and laws.........12Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes.....................................................15Conceptual understanding: Aotearoa New Zealand’s democratic processes reflect the diversity of our society and promote participation by all groups..........................................................................................18Conceptual 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................................................................................................................................. 20Conceptual understanding: Aotearoa New Zealand has a role in the global community.............................22Conceptual understanding: Parliament influences the Aotearoa New Zealand economy and Parliament is influenced by the Aotearoa New Zealand economy....................................................................................24

Appendix One – Achievement Objectives by Level........................................................................................26Appendix Two – Graphic organisers...............................................................................................................28

KWHL chart................................................................................................................................................. 28Class wall chart........................................................................................................................................... 29Flowchart.................................................................................................................................................... 29Thinking grid............................................................................................................................................... 30Mind map.................................................................................................................................................... 31Word bank................................................................................................................................................... 32Concept web............................................................................................................................................... 33Compare and contrast diagram................................................................................................................... 34Structural indexing...................................................................................................................................... 35Vocabulary tree........................................................................................................................................... 36Comparison organiser................................................................................................................................. 37Concentric circles model............................................................................................................................. 38PMI chart – Plus, Minus and Interesting......................................................................................................39Concept of definition map (CD Map)...........................................................................................................40

Appendix Three – Process of creating a new law...........................................................................................41Appendix Four – Glossary.............................................................................................................................. 42Appendix 5 – Useful websites......................................................................................................................... 50History............................................................................................................................................................ 51

Understanding Parliament – democracy in action: a planning resource for learning about Parliament and parliamentary processes for Years 4 to 10

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In t roduct ion

Why develop learning programmes about Parl iament and parl iamentary 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 Parl iament, Aotearoa New Zealand as a democracy and democrat ic 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 Object ives

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.

1 The New Zealand Curriculum, Ministry of Education, 2007, p. 9.


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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 citizenThinking 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 conceptsManaging 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 societyUsing 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 citizenRelating 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

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


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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

expression and understanding take opportunities to participate in parliamentary

processes and advocate for themselves and othersParticipating 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.

Effect ive teacher act ions 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’ lives2. Alignment - align experiences to important outcomes3. Community - build and sustain a learning community4. 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.


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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 Inquiry2 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

2 See especially pages 5-10 and the over view diagram on page 12. Download this resource at http://ssol.tki.org.nz


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http://ssol.tki.org.nz/

Conceptual understandings, key ideas and l inks to The New Zealand Curr iculum pr incip les

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 NewZealandCurriculum 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.

CoherenceInclusionFuture 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 CoherenceCommunity 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.

InclusionCultural diversity CoherenceCommunity 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 diversityTreaty ofWaitangiInclusionCommunityengagement


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Conceptual understandings Key ideas The NewZealandCurriculum principles

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 Aotearoa New 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 ofWaitangiInclusionCultural diversity

Aotearoa New Zealand has a role in the global community.

Aotearoa New Zealand has a role in significant global issues like:

o human rights and peace keepingo defenceo immigration/refugeeso trade policyo 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.

CoherenceFuture focus


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Conceptual understandings, focus quest ions and possib le learn ing exper iences

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

Conceptual understanding: There is a relat ionship between Parl iament and our l ives.

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 othersWorking together students come up with new approaches, ideas and ways of thinking.

ThinkingCritically evaluating information and constructing knowledge.

Managing selfEstablishing and managing learning goals and meeting commitments.


Effective pedagogy in Social Sciences (BES)AlignmentIdentifying students’ prior knowledge of Parliament and how it operates and the role of the Government.

ConnectionIdentifying students’ prior knowledge of themselves in relation to their community.

ConnectionUsing students’ own lives as a point of comparison.

AlignmentAttend to the learning of individual students.


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In what ways can our ideas contribute to the work of Parliament?

How does the impact of Parliament on our lives compare with people who live in other countries?

How can we become more aware of the relationship between Parliament and our lives?

Students can complete a class wall chart* of the many ways in which individuals and groups can contribute in their communities.

Students can discuss and record on the class wall chart their current knowledge and ideas about how individuals and groups can contribute to the work of Parliament and participate in democratic processes. Students can add to and amend this throughout their learning about Parliament and parliamentary processes.

Students can plan and commence a news search (newspaper, website and television reporting) that gathers information that demonstrates the impact of a Parliament, or a different system of government, on people in other countries. Students can analyse and classify the information collected.

Students make connections to the situations where Parliament and parliamentary processes are impacting on their lives.Students could: identify the laws that impact on them in the

course of a day review what they like to do in their leisure

time and find out what laws affect those activities e.g. copyright

find out how their local member of Parliament works for their local community.

Participating and contributingContributing ideas and reflecting on new learning to support a community of learners.

ThinkingReflecting on their learning and constructing further knowledge based on new information.

Using language, symbols, and textsMaking meaning and judgments from a range of language, texts, and symbols.

ThinkingThinking independently and developing new ideas to apply to different contexts.

AlignmentProviding opportunities to revisit concepts and learning processes.

ConnectionsLearning is based on content that is relevant to students.


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

Focus questions

Why do we have rules, unwritten rules and laws?

Why are new laws and rules created?

What makes an effective law?

Why would we want to change existing laws and rules?

How do I/we contribute to the making or changing of a law or rule?


Students can discuss: why we need rules and laws why laws are created (safety, prevent

conflict, build social cohesion) features of effective laws e.g. make sense

to people, easy to understand and remember, unambiguous, not discriminate against any one group, fair, and reflect the views of most people

similarities and differences between rules, laws and unwritten rules. e.g. staying within school boundaries at lunchtime, eating etiquette, age requirements for driving

the consequences of not obeying rules or laws (exploring this could include process drama, and fiction or non-fiction stories)

who makes rules or laws and why they create them

enforcement of laws and rules why existing laws are changed.

Students can consider their school rules and identify the need for a new rule or ways to change an existing rule. They can: collect information in relation to the rule seek the views of students and others develop informed opinions make a decision about the need for the

rule or the proposed change advocate for the new or changed rule, if

appropriate review what is achieved and the process

they used to investigate the issue and advocate for change.

Key competencies

Participating and contributingContributing ideas and reflecting on new learning.


Using language, symbols, and textsBy making meaning from a range of language, texts, and symbols.


Effective pedagogy in Social Sciences (BES)AlignmentStudents learn and understand content when they discuss and process information.

ConnectionUsing students’ own lives as a point of comparison.

CommunityPromoting contribution from individuals and groups.

InterestProviding a learning context that interests learners.


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What processes are used to make or change a law or rule?

What impact does this law have on my life and on my community?

How do interest groups promote changes to laws/bylaws?

Students can investigate the process of creating a new law and create a flowchart* to illustrate the process.Useful focus questions:

Where does the idea come from? How is a new idea introduced into

Parliament? What process does Parliament use to

ensure laws are well thought through?

What opportunities are there for differing views to be expressed?

How do these views influence the way the law is written?

Consumer lawsConsumer law can provide a context to investigate laws around purchasing goods. Students can identify a variety of situations where the consumer is covered by legislation around the purchasing of goods and services. They can investigate the various laws in place by researching consumer law using a news search (website, newspaper and TV reporting). Findings might be presented as a news bulletin for TV or radio.

Researching a law or the need for a new law (or bylaw)Using the Social Inquiry Process3, students can investigate a law or the need for a law that interests/affects them or their community.

Potential laws/issues students may want to research are: age related laws e.g. drinking age or

driving age law which control behaviour laws around the use of technology.

Students can investigate the ways lobby or interest groups (local or national), affect and determine law change e.g. on environmental issues, social issues, transport issues or safety issues.

Using language, symbols, and textsBy making meaning from a range of language, texts, ad symbols.


ThinkingReflecting on their learning and constructing further knowledge based on new information.

ThinkingThinking in depth about complex issues and problems as they relate to our society.

AlignmentStudents learn and understand content when they discuss and process information.

InterestProviding a learning context that interests learners.

AlignmentStudents relate new knowledge to specific contexts and to their lives.

3 Approaches to Social Inquiry http://ssol.tki.org.nz


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How do the media impact on the work of Parliament when there is a process to create or change a law?

Students can investigate the role of the media in keeping people informed about the work of Parliament and parliamentary processes.

Working in groups, students can select a law being established or amended that interests them and collect an assortment of news articles/on-line messages. They can develop criteria to evaluate the media coverage.Useful focus questions:

What impact does this news article have on the reader?

What values are reflected? How are these values in conflict or agreement? Whose values are stated and whose are not?

How does this affect me or others in society?

What are the implications and consequences of this media item?


ThinkingBeing receptive to a range of ideas from a range of sources.

CommunityStudents learn content when they talk together about that content.



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Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, r ights and responsib i l i t ies to part icipate in democrat ic processes.

Focus questions

In what ways are rights and responsibilities connected?

What role does Parliament play in establishing and maintaining citizens’ rights and encouraging responsibility?

How does the role of a leader impact on the rights and responsibilities of others?

What rights and responsibilities do you have as a member of a group?

How is leadership acquired and expressed in different groups?


Students can explore rights and responsibilities using their own lives as a context, e.g. at school and home and in the groups they belong to in their community.

Students can explore the relationship between citizens’ rights and citizens’ responsibilities considering what this means for individuals and groups in national and global context.)

Students can investigate processes the Government has in place that relate to citizens’ rights.

Students can discuss how parliamentary processes encourage people to exercise responsibility e.g. contact an MP, make submissions to select committees.

Students can explore how leadership is acquired and expressed in a range of groups in their community and compare and contrast leadership styles they identify.

Students can reflect on a group they are part of and discuss the rights and responsibilities they have as a member of a group. They can explore what encourages or discourages them from exercising their rights and responsibilities and being an active group member.

Students can identify characteristics they recognise in effective leadership. Using a Mind Map* students can list the skills, knowledge, values and attitudes needed for effective leadership.

Key competencies

Managing selfHaving the confidence to express original ideas.



Managing selfHaving the confidence to express original ideas.

Using language, symbols, and textsUsing a range of technologies to understand and communicate information.

Effective pedagogy in Social Sciences (BES)ConnectionUsing students’ own lives as a point of comparison.

AlignmentStudents relate new knowledge to specific contexts and to their lives.

CommunityStudents learn and understand content when they talk together about that content.

CommunityPromoting dialogue, developing students understanding of different points of view.

ConnectionConnecting content to student’s lives and their community.


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How can an individual’s leadership capability be developed?

How is leadership acquired and expressed in Parliament?

What is democracy and the democratic process?

What are the basic underlying principles and values of democracy in Aotearoa New Zealand?

Students can use a Thinking Grid* to identify opportunities in their own lives to take leadership roles and how they are able to develop the knowledge, skills attitudes and values to be an effective leader.

Students can identify in what ways effective leadership reflects the five Key Competencies in The New Zealand Curriculum: Thinking Using language, symbols, and texts Managing self Relating to others Participating and contributing.

Students can explore the Aotearoa New Zealand parliamentary system and identify: key roles for members of Parliament how these roles are acquired how the roles are carried out

e.g. select committee membership, Minister, Electorate MP.

Using a word bank*, students can explore the concept of ‘democracy’ by unpacking terms such as accountable, transparent, efficient.

Students can explore their own interpretation of democracy by designing a concept web* selecting 10 other concepts related to democracy, e.g. fair, effective, participation, equal.

Students can explain their selected concepts and their ideas related to the connections that they have made in their concept web.

Students can investigate how democracy works in Aotearoa New Zealand by researching relevant resources, e.g. websites.

Students can investigate how democracy or other forms of government work in other countries.


Using language, symbols, and textsUnderstanding the specific language involved in parliamentary processes.

Using language, symbols, and textsMaking meaning and judgements from a range of language, texts, and symbols

ThinkingMaking sense of information and developing understanding.


ConnectionsEncouraging students to make comparisons with their own experiences.

InterestUsing a variety of learning experiences helps students recall the content embedded in those experiences.



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How does a non-democratic system of government work?

In what ways can individuals contribute in democratic process?

How does Parliament operate when it is in session?

What is the relationship between the media and the process of Parliament as part of keeping people informed?

Students can investigate other systems of government e.g. absolute monarchy, dictatorship. Using a compare and contrast diagram* students can compare and contrast democracy and other systems of government. This should include an investigation of the values that underpin that form of government.

Students can revisit the class wall chart of the many ways in which individuals and groups can contribute in their communities and in the democratic process and add new information or learning.

Students can access related websites, watch Parliament TV, or visit Parliament, to gain understanding of parliamentary sessions.

Students can investigate the role of the media in keeping people informed about the work of Parliament and parliamentary processes.

Working in groups, students can select an issue under discussion in Parliament and collect an assortment of news articles/on-line messages and evaluate the material they collect.

Relating to othersRecognising, respecting, and valuing the diverse opinions within their communities.

Participating and contributingContributing ideas and reflecting on new learning to support a community of learners.

Relating to othersWorking co-operatively in diverse groups and showing consideration to others and their learning.

AlignmentAddressing concepts that are similar to those students have encountered help them to interpret and explain information or events.

CommunityThe promotion of discussion in small group situations strongly supports learning.


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Conceptual understanding: Aotearoa New Zealand’s democrat ic processes ref lect the divers i ty of our society and promote part icipat ion by al l groups.

Focus questions

How do parliamentary processes allow all New Zealanders to have a voice and participate?

How are different groups in Aotearoa New Zealand encouraged to express their views and influence policy decisions?


Students can identify their understanding of key concepts related to Parliament elections using index structuring* Students can discuss: how MPs are elected how people are represented in the

process the role of media in the election process how fair representation of all parties is

ensured as part of the election process.

Students can establish a vocabulary tree* as the election process is discussed. e.g. election, electors, electorates, voting, candidates, members of Parliament, electorate MP, electorate offices, members of the Opposition, MMP, polling booths, scrutineers, list MPs.

Students can identify and list what processes they can use to actively participate in the making of policy or laws.

Students can develop mock promotion material to encourage an identified group of New Zealanders to: enrol on the electoral roll to be eligible to

vote in elections participate in processes that encourage

people to input into policies and new initiatives

become active in promoting new law or changing law or in influencing policy.

Key competencies

ThinkingMaking sense of information and developing understanding.

Participating and contributingUnderstanding the community they operate in and are actively involved in their community

Using language, symbols, and textsMaking meaning and judgements from a range of language, texts, and symbols.

Using language, symbols, and textsUsing a range of technologies to understand and communicate information or to communicate an informed point of view.

Effective pedagogy in Social Sciences (BES)AlignmentRelating new learning and prior knowledge to a personal and community context.

ConnectionEstablishing the relevance of new learning to students and the communities they belong to.

CommunityPromoting contribution from individuals and groups while respecting their perspective.

InterestLearning activities are designed to increase engagement and interest and, as a result, generate learning that is memorable.


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What does my local member of Parliament do for me, our community and the country?

How do we ensure Aotearoa New Zealand’s cultural diversity is reflected in the making and changing of laws?

Students can: inquire into how to access information

about Parliament and parliamentary processes

research what a group in their community knows, and wants to know, about how they can express their views to Parliament and input into parliamentary processes

create a website or PowerPoint presentation that promotes accessibility to Parliament and parliamentary processes

identify an issue of concern to them and make a plan of how to bring this issue to the attention of MPs.

Students can identify their electorate MP and create a profile. Students can develop questions for their MP. These questions can relate to ways the MP responds to issues and engages with people in their community.

As a class students can contact their MP and present these questions in person or by e-mail.

Students may want to question MPs from other parties to reflect MMP.

Students can identify a range of ways people can promote a change in laws, e.g. contacting their electorate MP, contacting a representative of a political party, writing to a Minister with the appropriate portfolio, joining or forming a lobby or action group, petitioning Parliament, making submissions to select committees, attending public meetings around an issue, using the media to lobby or draw attention to the issue, using statistical and demographic evidence of need for a law change..

Using a comparison organiser* they can identify opportunities or barriers for people to engage in these processes.e.g. having voting papers/ electoral information in a range of languages and being easily accessible to all.


Using language, symbols, and textsSelecting, sorting, and confidently using a range of technologies.

Participating and contributingInitiating learning opportunities and being active participants in the learning.


Using language, symbols, and textsMaking meaning and judgements from a range of language, texts, and symbols.

InterestA variety of learning experiences makes learning more memorable.

ConnectionsConnecting the content of students’ learning to their lives.

AlignmentEstablishing connections to the world beyond the classroom and providing multiple learning opportunities supports concept development.


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Conceptual understanding: The Treaty of Wai tangi , Te T ir i t i O Waitangi , is Aotearoa New Zealand’s foundat ion law-making document and the Treaty of Waitangi , Te Tir i t i O

Waitangi , pr inciples are ref lected in laws today.

Focus questions

What is the Treaty of Waitangi, Te Tiriti O Waitangi?

What are the three principles of the Treaty of Waitangi, Te Tiriti O Waitangi?

Why is the Treaty of Waitangi, Te Tiriti O Waitangi, Aotearoa New Zealand’s foundation law-making document?

How is the Treaty of Waitangi, Te Tiriti O Waitangi, taken into consideration in laws made today?

How are the principles of the Treaty of Waitangi, Te Tiriti O Waitangi, reflected in our lives and in communities?


Students can explore their understanding of the principles of the Treaty of Waitangi, Te Tiriti O Waitangi: (Participation, Protection and Partnership) by examining: the Treaty of Waitangi, Te Tiriti O

Waitangi, the relationship between the Tāngata

Whenua and the Crown established by the signing of the Treaty of Waitangi, Te Tiriti O Waitangi

examples of how the Treaty of Waitangi, Te Tiriti O Waitangi, forms the basis of laws

issues where the creation of new laws has focused discussion on interpretation of the Treaty of Waitangi, Te Tiriti O Waitangi

situations where local iwi are partners in or have responsibility for the management of an ecological resource (kaitiakitanga)

partnership agreements councils have with local Iwi.

This presents an opportunity for students to use the Social Inquiry process.4

Students can discuss how the Treaty of Waitangi, Te Tiriti O Waitangi, is evident in their daily lives.

Students can discuss how the Treaty of Waitangi, Te Tiriti O Waitangi, is currently reflected in their school and look at ways that the principles of Participation, Protection and Partnership might be further integrated into their school community.

Key competencies


Relating to othersRecognising, respecting, and valuing the diverse opinions within their communities.

ThinkingThinking in depth about complex issues as they relate to our society.

ThinkingCritically reflect on what has been learned and on the learning process.

Effective pedagogy in Social Sciences (BES)AlignmentIdentifying student’s prior knowledge, with students relating new knowledge to their lives and building understanding.

CommunityPromoting dialogue and developing understanding of our bi-cultural heritage.

ConnectionEnsuring inclusive content is included and making it relevant to student’s lives and their communities.



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How are the principles of the Treaty of Waitangi,Te Tiriti O Waitangi, reflected in the way Parliament and other organisations operate?

Students can explore the links between the Treaty of Waitangi, Te Tiriti O Waitangi, and the ways that Parliament operates.

Students can explore how the Treaty of Waitangi, Te Tiriti O Waitangi, is reflected in public services and organisations in areas such as education, health and social welfare. Students select a public service or organisation and identify how that organisation promotes Treaty of Waitangi, Te Tiriti O Waitangi, principles.

Students can identify what bi-cultural approaches are evident within the organisation, e.g. physical environment, protocols, policies and practices.

Students can use a PMI (Plus / Minus / Interesting)* chart to record their findings.

ThinkingThinking in depth about complex issues as they relate to our society.

CommunityPromoting dialogue and developing understanding of our bi-cultural heritage.


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

Focus questions

What is the global community?

Why doesAotearoa New Zealand need to participate in the global community?

What rights and responsibilities does Aotearoa New Zealand have as a part of the global community?


Students can define the concept of global community using a concentric circles model*. Four circles:

Circle1: inner circle me/my familyCircle 2: my school, my town or areaCircle 3: Aotearoa New ZealandCircle 4: The world (global)

Useful focus questions: Which places/countries belong to this

community? What makes me/us feel we belong in this

community? What makes this community special? How are we connected to this

community? What do we recognise as issues facing

this community? How can I participate in this community?As a class students can develop a definition of a global community.

Students can inquire into, and present information about: Aotearoa New Zealand’s involvement in

global issues, past or present the rights and responsibilities individuals,

groups and countries as part of a global community. This may extend into a values discussion that explores moral, social, cultural, aesthetic, and economic values and the values on which Aotearoa New Zealand’s cultural and institutional traditions are based.

Key competencies

ThinkingThink independently and develop new ideas to apply to different contexts.

ThinkingHaving the confidence to express original ideas and become self regulated thinkers

Using language, symbols, and textsSelecting, sorting, and confidently using a range of technologies.

Relating to othersUnderstanding how communities inter-connect and work together for the common good.

Effective pedagogy in Social Sciences (BES)AlignmentIdentifying student’s prior knowledge, providing new knowledge and relating this to the context of the Aotearoa New Zealand community and our role in the global community.

ContributionPromoting contribution from individuals and groups.

InterestDesigning experiences that interest students.

ConnectionsConnecting content to student’s lives and their community.


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How is Aotearoa New Zealand’s role in the global community reflected in the work of Parliament?

How can I/we use democratic processes to make a positive difference to our global future?

Students can investigate Aotearoa New Zealand’s involvement in a global issue, past or present and identify what role members of Parliament and the Government have had in the issue.

Students can identify areas where Aotearoa New Zealand has ongoing involvement in supporting and assisting people in other countries.

Many people from Aotearoa New Zealand are living in other countries as official representatives for Aotearoa New Zealand, e.g. Embassy and Diplomatic staff, United Nations staff. Students can investigate their work.Useful focus questions: What are some of the roles that these

people carry out? How do they represent Aotearoa New

Zealand within these countries? What are the key responsibilities in their

work?

Students can investigate how their actions can affect the global community.

Students can investigate how they, other New Zealanders and Parliament affect the global community selecting areas or issues that interest them like e.g.: impacts on the environment use of resources economic and trade networks trade agreements / trade protection / fair

trade communication and media networks assisting people in or from other countries defence and peacekeeping immigration and refugees relationships with neighbouring countries.

ThinkingDrawing on personal experiences and actively seeking, using and creating knowledge.

ConnectionsStudents relate new knowledge to specific contexts and to their lives.


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Conceptual understanding: Parl iament inf luences the Aotearoa New Zealand economy and Parl iament is in f luenced by the Aotearoa New Zealand economy.

Focus questions

How do economic decisions made in Parliament impact on our lives?

How can Aotearoa New Zealand impact on global economic decision-making?


Students can investigate the ways the Government (through government departments like Treasury, Inland Revenue, Ministry of Economic Development, Ministry of Social Welfare, Ministry of Health and Ministry of Education) makes policies and implements actions that have an economic impact on our lives.

Students can research laws that directly affect the economic situation in Aotearoa New Zealand e.g. tax laws, laws affecting monetary policy, laws promoting trade.

Students can inquire into the role of the Minister of Finance and how the Government allocates money.

Students can investigate actions the Government can take during perdios of change/crisis in the a global economy to ensure that the impact to Aotearoa New Zealand’s economy is managed.

Students can investigate ways in which government promotes enterprise through economic development.

Students can investigate the role Aotearoa New Zealand plays in global organisations and agreements that determine economic policy and trade practice e.g. trade agreements, agreements on protection of natural resources, protection for specific areas e.g. Antarctica, participation in global forums.

Key competencies

Using language, symbols. and textsBy making meaning and judgments from a range of language, texts, and symbols.


ThinkingThinking in depth about complex issues and problems as they relate to our society.

Effective pedagogy in Social Sciences (BES)AlignmentIdentifying student’s prior knowledge, providing new knowledge and relating this to students lives and the communities they live in.

AlignmentStudents relate prior and new knowledge to specific contexts and to their lives.

ContributionPromoting contribution and participation from individuals and groups.


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In what ways does Parliament impact on producers and consumers?

How do I/we contribute ideas to the economic decision making processes of Government?

Students can explore how Aotearoa New Zealand laws and policies protect producers and encourage exports.Useful focus questions:

What are some of the laws or policies Aotearoa New Zealand has in place to protect producers/exporters?

What sorts of regulations are placed on countries that export goods to Aotearoa New Zealand?

What are the reasons for the regulations? (e.g. biohazards, disease prevention)

Students can choose a product, e.g. fruit, manufactured goods and research how this is protected or promoted by law or regulation. They could illustrate this using a visual flow chart of 6-8 steps from growth, protection by law to export.

Students brainstorm the economic decisions Parliament makes that affect them now or will affect them as they leave school e.g. conditions of employment, access to education, superannuation, taxes.

Using the Social Inquiry Process5, students can investigate the issue and decide how they can best use their knowledge of Parliament and its processes to bring their views to the attention of Parliament.

Using language, symbols. and textsBy making meaning and judgments from a range of language, texts, and symbols.


Managing selfEstablishing and managing learning goals and developing informed opinions and making informed decisions.


InterestInquiries based on students’ own interest and questions.



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Appendix One – Achievement Object ives by Level

This planning resource relates to the following Achievement Objectives:

Level 2 - Social StudiesStudents will gain knowledge, skills, and experience to: Understand that people have social, cultural, and economic roles, rights, and responsibilities. Understand how people make choices to meet their needs and wants. Understand how cultural practices reflect and express people’s customs, traditions, and values. Understand how time and change affect people’s lives. Understand how places influence people and people influence places. Understand how people make significant contributions to New Zealand’s society. Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

Level 3 – Social Studies Students will gain knowledge, skills, and experience to: Understand how groups make and implement rules and laws. Understand how cultural practices vary but reflect similar purposes. Understand how people view and use places differently. Understand how people make decisions about access to and use of resources. Understand how people remember and record the past in different ways. Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata

whenua and communities. Understand how the movement of people affects cultural diversity and interaction in New Zealand.

Level 4 - Social Studies Students will gain knowledge, skills, and experience to: Understand how the ways in which leadership of groups is acquired and exercised have consequences for

communities and societies. Understand how people pass on and sustain culture and heritage for different reasons and that this has

consequences for people. Understand how exploration and innovation create opportunities and challenges for people, places, and

environments. Understand that events have causes and effects. Understand how producers and consumers exercise their rights and meet their responsibilities. Understand how formal and informal groups make decisions that impact on communities. Understand how people participate individually and collectively in response to community challenges.

Level 5 - Social Studies Students will gain knowledge, skills, and experience to: Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare

with another system. Understand how the Treaty of Waitangi is responded to differently by people in different times and places. Understand how cultural interaction impacts on cultures and societies. Understand how people move between places and how this has consequences for the people and the places. Understand how economic decisions impact on people, communities, and nations. Understand how people’s management of resources impacts on environmental and social sustainability. Understand how the ideas and actions of people in the past have had a significant impact on people’s lives. Understand how people seek and have sought economic growth through business, enterprise, and innovation. Understand how people define and seek human rights.


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Appendix Two – Graphic organ isers

A range of graphic organisers are described here. These organisers are used in the learning experiences provided in the resource planner.

KWHL chart

KWHL charts are used to help students organise their ideas, identify what they want to know and then determine how they will gain that information.

A KWHL chart can be used in the Conceptual understanding: There is a relationship between Parliament and our lives as students identify what they know about Parliament and what they want to know about Parliament.

Before you begin your research, list details in the first three columns. Fill in the last column after completing your research.

Topic:

What I know What I want to know How I will learn it What I have learned


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Class wal l chart

A class wall chart can be used to demonstrate student current knowledge. Students can update the material on the class wall chart as a result of new learning or deeper understanding.

A class wall chart can be used as a visual display as students explore the Conceptual understanding: There is a relationship between Parliament and our lives.

Have students pose a question on the classroom wall. Students can use post-it notes to write and display their ideas under this question. Students can add to or amended information as their learning progresses. Different coloured post-it notes can track new learning.

Flowchart

Flowcharts help to illustrate sequence and can be used in a number of learning experiences suggested in this resource planner.

A flow chart can be used in the Conceptual understanding: We need rules and laws and there is a process to make rules and laws. A flow chart can also be used in the Conceptual understanding: Parliament influences the Aotearoa New Zealand economy and Parliament is influenced by the Aotearoa New Zealand economy as students’ research how a product is protected or promoted by law or regulation.


February 2012 27

Thinking gr id

Thinking grids allow students to identify, compare, analyse and clarify their thoughts.

A thinking grid can be used can be used in a number of learning experiences suggested in this resource planner. A thinking grid can be used in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes in answer to the question: How is leadership acquired and expressed in different groups?

What opportunities do I/we have to take leadership roles?

How did I get this role?

What is the role? What are the responsibilities?

What attributes are needed for the role?

Sports team

Club

School

Home


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Mind map

Students can use mind maps to identify and link ideas. There are a number of forms of mind maps.

A mind map like this can be used in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes as students identify and list the skills, knowledge, values and attitudes needed for effective leadership.


February 2012

Skills

Knowledge Effective Leadership Values

Attitudes

29

Word bank

A word bank can be used to develop students’ understanding of vocabulary specific to Parliament and democratic processes.

The word bank can be used in the Conceptual understanding: There is a relationship between Parliament and our lives or in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes as students develop their understanding of the concept of democracy.

Have students focus on new vocabulary relating to Parliament and democratic processes by having students write down: a new word or term its dictionary definition a picture of their understanding of the word or term an explanation of how the word or term relates to their life.

New word Definition PictureKnowledgeconnections





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Concept web

A concept web can be used to sort items or classify them. The main topic or concept is listed at the top and the subdivisions can represent facts, influences, traits, people or outcomes.

A concept web can be used in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes


February 2012

Aotearoa New Zealand Democracy

Role of Parliament Rule by the people

Role of the Monarch

31

Compare and contrast diagram

A compare and contrast diagram gives students the opportunity to visually compare and contrast information.

A compare and contrast diagram can be used in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes as students compare democracy with another form of government.

Dictatorship Democracy

How alike?

How Different?

No voting Elections Regular electionsControl of media Access to information Freedom of the pressNo civil rights Law enforcement Fair trials


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Structura l indexing

Structural indexing is a way students can process information and clarify their own understanding of terms and concepts.

Use of this process supports student learning in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes.

Students, as individuals or in groups, can take nine index cards and write a major concept or idea related to Parliament and democratic process on each.

The students lay the cards out to form a 3 x 3 grid.

The students study the random arrangement that is created and see if they can create true statements from the words appearing horizontally, vertically or diagonally.

political parties Parliament diversity

change Treaty of WaitangiTe Tiriti O Waitangi

society

leadership culture laws

e.g. Horizontal sentenceThere is a lot of diversity in the political parties represented in Parliament.


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Vocabulary tree

A vocabulary tree can be used to build vocabulary and record words associated with a topic.

A vocabulary tree could be used in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes as students explore the electoral process.


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Comparison organiser

Comparison organisers can be used to examine a concept, theme or idea by comparing two properties associated with the theme.

A comparison organiser can be used with the Conceptual understanding: Aotearoa New Zealand’s democratic processes reflect the diversity of our society and promote participation by all groups as students identify opportunities or barriers for people to engage in democratic processes.

Opportunities Barriers


February 2012

Theme

35

Concentr ic circles model

A concentric circles model is often used to demonstrate how individuals or groups participate in different ways in different situations.

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


February 2012

Me/Us

School/Community

Aotearoa New Zealand

The World

36

PMI chart – Plus, Minus and Interest ing

This organiser can be used to record positive and negative evidence as well as record interesting facts or situations.

A PMI chart can be used in the 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 to record evidence of bi-cultural approaches within an organisation, address areas where evidence is lacking and record interesting/imaginative ways an organisation could/does incorporate bi-culturalism into practice.

P M I


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Concept of def ini t ion map (CD Map)

A concept of definition map is a way to define a concept, term or word in the widest sense e.g. not just a dictionary definition.

A CD map can be used in the Conceptual understanding: Aotearoa New Zealand is a democracy and individuals and groups’ have roles, rights and responsibilities to participate in democratic processes to consolidate students’ understanding of what a democracy is.

This map can be used to define a word in terms of properties and attributes. Category: What is it? Properties: What is it like? Illustrations: What are some examples?

Illustrations What are some examples?

e.g.

Illustrations What are some examples?

What are some examples?(illustrations)


February 2012

Property(What is it like?)

TERM

CategoryWhat is it?

Comparison term

electionsfair egalitarian

(Property: What is it like?)

Democracy (Term )

Rule by the peopleCategory: What is it?

self-government(Comparison term )

Parliament Council Committee

38

Appendix Three – Process of creat ing a new law


February 2012 39

Appendix Four – Glossary 6

Act / Act of ParliamentA law made by Parliament. (See also regulations.)

AmendmentA change to the wording of a motion or bill that is being considered by the House of Representatives or a committee.

Appropriation BillA bill that is introduced by the Government to seek authority from Parliament to spend public money and incur liabilities. Details of the Government’s spending plans are set out in papers that are presented in association with each Appropriation Bill. (See Estimates.)

Assent - See Royal assent. Ayes

The votes of members of Parliament who vote in support of a motion in the House of Representatives.

BackbencherA member of Parliament who is not a Minister or a leading member of an Opposition party and who does not occupy a front bench in the House of Representatives.

BudgetThe process for preparing and documenting the Government’s economic policies and spending plans each year, resulting in the introduction of the main Appropriation Bill and the delivery of the Budget statement

Budget statementA statement made by the Minister of Finance detailing the Government's economic policies and plans for spending public money in the coming year. The Budget statement takes the form of a speech in the House with no time limit. When making the statement, the Minister moves the second reading of the main Appropriation Bill, and starts the annual Budget debate, which lasts for up to 14 hours (excluding the time taken for the Budget statement).

by-electionAn election held in an electoral district if the seat of the member who represents that district becomes vacant during a term of Parliament, for example if the member dies or resigns.

CabinetThe central decision-making body of executive Government. Chaired by the Prime Minister, the Cabinet is a collective forum for Ministers to decide significant Government issues.

CandidateSomeone who puts his or her name forward for election to Parliament.

CaucusA collective term for all members of Parliament from the same political party. A caucus meets regularly in private to consider party matters.

ChamberThe debating chamber where the House of Representatives meets. It has rows of seats and desks in a U-shape facing the Speaker's Chair.

Clerk of the House of RepresentativesThe principal permanent officer of the House of Representatives. The Clerk of the House of Representatives is also the chief executive of the Office of the Clerk.

coalition GovernmentA type of Government that is formed from more than one party.

committee of the whole HouseA committee that includes all members of Parliament. The House “resolves itself into committee” to consider certain business in detail. In the case of bills, this “Committee stage” happens after their second reading, and during this stage members may propose amendments to the text of bills. Some rules of debate in a committee of the whole House differ from those in the House itself—for example, a member may speak more than once in a debate.

committee, select - See select committee. Confidence

The ability of the Government to command majority support in the House of Representatives, without which another party could seek to form a Government or a general election might be needed.

6 Source: http://www.parliament.nz/en-NZ/Glossary/5/9/9/00CLOOCGlossary1-Glossary.htm


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source:%20http://www.parliament.nz/en-NZ/Glossary/5/9/9/00CLOOCGlossary1-Glossary.htm

confidence, vote ofA vote on a motion that determines whether the Government has the confidence of the House. A vote of confidence most often arises from the Address in Reply, the debate on the Prime Minister’s statement, an Appropriation Bill, or an Imprest Supply Bill.

conscience voteA personal vote made by all members of Parliament according to their own conscience rather than along party lines, such as a vote on a bill amending liquor licensing laws or gambling laws.

constituency - See electoral district. Constituent

A person living in an electoral district. Crown

The Queen (or King) of New Zealand when exercising powers through Ministers; in effect, the executive or Government.

debateA discussion on a bill or a motion before the House of Representatives.

DissolutionThe ending of a Parliament by proclamation, resulting in a general election. (See also proclamation, prorogation, and expiration.)

ElectionThe process by which electors vote for members of Parliament.

ElectorA person who is eligible to vote in an election.

electoral districtA district or area defined by the Representation Commission to be represented by a member of Parliament.

electoral rollThe list of names of people who are registered electors for an electoral district.

electorate - See electoral district. Enact

To pass an Act of Parliament. (See legislative process, and Royal assent.) enacting words

The words ‘The Parliament of New Zealand enacts as follows’. These words are placed at the beginning of an Act of Parliament and declare that the Act has the force of law.

EstimatesA detailed statement of how the Government proposes its departments and other agencies will spend public money and incur liabilities in a financial year. This spending must be approved by way of an Appropriation Bill.

evidenceInformation given in writing or in person to a select committee.

ExecutiveA decision-making group made up of the Prime Minister and other Ministers. The Government of the day forms the executive.

Executive CouncilA formal meeting of the Governor-General with Ministers to make regulations and other administrative decisions.

expirationThe ending of a term of Parliament if it exceeds the legal time limit, which is three years from the date set for the declaration of the results after the previous general election. The expiration of a term of Parliament triggers a general election. Parliament almost always is dissolved before expiration. (See also dissolution.)

financial reviewScrutiny by the House of Representatives and its committees of the performance for the previous financial year, and current operations, of Government departments, offices of Parliament, Crown entities, State enterprises, and public organisations.

financial yearA year as it is set for public finance, being the period from 1 July of one calendar year to 30 June of the next.

first readingThe first stage (debate) in the passing of a bill, after which the bill is usually referred to a select committee for consideration.


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galleryThe public seating areas above the Chamber.

General AssemblyThe original name for the New Zealand Parliament.

general electionThe election held following the end of a term of Parliament, usually every 3 years, to elect members of the new Parliament.

GovernmentThe political party, or group of political parties, represented in the House that the Governor-General has approved to lead the country and that has the confidence of the House. The word ‘Government’ is also used more narrowly to mean the executive.

Governor-GeneralThe Sovereign’s representative in New Zealand.

HansardAlternative name for the New Zealand Parliamentary Debates, which is a written record of the debates in the House of Representatives.

hearing of evidenceA select committee meeting during which members of the public may present information or opinions about an issue.

House of RepresentativesThe assembled body of elected members of Parliament.

Imprest Supply BillA bill that proposes giving the Government temporary authority to spend public money and incur liabilities until detailed spending proposals are approved by way of an Appropriation Bill.

introduce (a bill)To present a bill to the House of Representatives marking the start of the bill’s process towards becoming an Act of Parliament.

Journals of the House of RepresentativesThe official record of the proceedings of business transacted by the House of Representatives. Effectively the ‘minutes’ of the House.

LawBinding rules by which society is governed. (See bill, and regulations.)

Leader of the HouseThe Minister who coordinates Government business in the House of Representatives.

Leader of the OppositionThe leader of the largest political party in the House of Representatives that is not part of the Government.

LegislationLaws, Acts of Parliament, or bills. (See also regulations.)

Legislative CouncilThe Upper House of Parliament, which was abolished on 1 January 1951.

Legislative Council ChamberThe chamber in Parliament House where the Legislative Council met before its abolition in 1951. The Legislative Council Chamber is still used for formal occasions such as the State Opening of Parliament.

legislative processThe process by which the House considers a bill before it becomes an Act of Parliament. To be successful, a bill must be read three times.

legislatureA law-making body. The House of Representatives is the law-making body for New Zealand.

Lobby, Ayes and NoesLobbies on the sides of the Chamber where members of Parliament cast a personal vote. The Ayes (those who support the motion) go to the Ayes Lobby on the Government side of the Chamber. The Noes (those against the motion) go the Noes Lobby on the Opposition side of the Chamber.

Lower HouseA description for the House of Representatives before the abolition of the Legislative Council in 1951.


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MaceA symbol of the Speaker’s authority. When the House starts sitting on a sitting day, the Serjeant-at-Arms carries the Mace into the Chamber and places it on the Table.

maiden speechThe first speech made by a new member of Parliament, when that speech is made during the Address in Reply debate.

maiden statementThe first speech made by a new member of Parliament, when that speech is not made during the Address in Reply debate.

member of Parliament (MP)A person elected to the House of Representatives. A member of Parliament may be elected to represent an electoral district or may be from a political party’s list. (See mixed-member proportional representation.)

MinisterA member of Parliament who is part of the executive. Ministers are usually responsible for one or more Government departments or agencies.

Minister outside CabinetA member of Parliament who is part of the executive but not Cabinet.

minority GovernmentA Government formed by a party or coalition of parties that does not have a majority in the House in its own right, but retains the confidence of the House through the support or abstention of members who are not in a Government party.

mixed-member proportional representation (MMP)The voting system used to select New Zealand’s members of Parliament, of which there are generally 120. Each voter casts two votes — one for a political party and the other for a local candidate.

MMP - See mixed-member proportional representation. motion

A formal proposal put to the House of Representatives or a committee for debate and usually a vote. move

To propose a motion.Musterer - See whip.

New Zealand Parliamentary DebatesA written record of the debates in the House of Representatives. This record is also known as Hansard.

NoesThe votes of members of Parliament who vote against a motion in the House of Representatives.

notice of motionNotice of a member’s intention to move a motion, the text of which is printed on the Order Paper.

OppositionMembers of Parliament who are not members of the political party or group of political parties in Government, or who have not agreed to support the Government.

Order PaperThe document that sets out the proposed order of business, or agenda, for the House of Representatives on any one sitting day.

order, point of - See point of order. orders of the day

The items of business set down on the Order Paper. out of order

The term describing any proposal, action, or behaviour that is against the Standing Orders, or rules, of the House of Representatives.

ParliamentThe Sovereign and the House of Representatives.

parliamentary privilegeThe exercise of certain powers and the claiming of certain immunities for members of Parliament and other people (officers and witnesses) taking part in Parliament’s proceedings. Parliamentary privilege is designed to help the House function effectively without outside interference.

parliamentary procedureThe way in which the House of Representatives conducts its business.


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partA division of a bill, which contains a group of clauses under a single heading. Not all bills are structured with parts.

partyA political group that stands for a defined set of policies and puts candidates forward in elections.

party voteA procedure where each party is called upon to vote and a single member may cast the vote of all members of the same party.

personal voteA vote cast by members of Parliament individually. Personal votes are used for conscience issues or where party votes are too close to give a definite result.

petitionA document presented to the House, signed by one person or a number of people, requesting that a certain course of action be taken (or not be taken).

point of orderA question about whether the proceedings of the House or a committee are within the Standing Orders.

prayersOn each sitting day, the Speaker reads a prayer to the House of Representatives before any business begins in the House.

presiding officerThe Speaker, Chairperson of the committee of the whole House, or another member acting in their place being the person who controls the debate in the Chamber. The chairperson is the presiding officer for select committee meetings.

press gallery (1)The area above the Chamber where accredited media reporters sit.

press gallery (2)Collective term for accredited media reporters who report on Parliament’s proceedings.

Prime MinisterThe leader of the Government, who is usually the leader of the party with the most members of Parliament.

proclamationAn official declaration of Sovereign or Governor-General, for example, when summoning Parliament to meet for the first time following a general election.

prorogationThe ending of a session of Parliament by proclamation without triggering a general election. Permits a new session to occur within the same term of Parliament, starting with a further State Opening. (Compare with dissolution.)

provisionA general term for an element of a bill, such as a clause, subclause, part or schedule.

questions for oral answerAlso known as question time, this is part of general business dealt with by the House each sitting day when members ask oral questions of Ministers, chairpersons of select committees, and other members about matters for which they are responsible. Notice of questions is lodged on the same sitting day that the questions are to be addressed. Question time usually takes more than an hour to complete.

questions for written answerQuestions lodged by members for Ministers to answer in writing, which must relate to matters for which the Ministers are responsible. Replies must be provided within 6 working days. Questions and replies are published on the Parliament website.

question time - See questions for oral answer. reading

A formal stage in the process of considering a bill, where the House orders that the title of the bill be read out. This must occur three times for a bill before it is considered to have been passed by the House.

recommitTo refer a bill back to the committee of the whole House or a select committee for further consideration.

referendumA process for putting a matter of public policy to a vote by the registered electors.


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regulationsLaws made, not by Parliament, but by a person or body whom Parliament has authorised to make those laws, such as the Governor-General, a Minister, or a government agency. Regulations, which are also known as subordinate legislation or delegated legislation, are scrutinised by Parliament through the Regulations Review Committee, which is a select committee.

resolutionA formal decision made by the House of Representatives or a committee.

responsible governmentIn the New Zealand context, the system in which the Government is accountable to the House of Representatives and must have the support of the majority of the members of the House. This accountability can be seen when, for example, Ministers answer parliamentary questions, a committee considers the Government’s spending plans, a Government bill is scrutinised and debated, or the House considers a confidence motion. (See also confidence.)

Royal assentThe signature of the Sovereign or the Governor-General, which is necessary before a bill that has been passed by the House becomes an Act of Parliament.

rulingAn authoritative decision made by a presiding officer about a matter of procedure.

scheduleAn appendix to a bill, often setting out matters that are too detailed to include in the main body of the bill.

second readingThe stage (debate) in the passing of a bill at which the House of Representatives agrees to the principle of a bill. This stage follows the first reading, usually after the bill has been considered by a select committee.

sectionsDistinct, numbered blocks of text that together form an Act of Parliament. (See clauses.)

select committeeA committee whose membership is confined to a limited number of members of Parliament. There are 13 “subject select committees”, each of which deals with a particular subject area.

Serjeant-at-ArmsThe officer who leads the Speaker into the Chamber each sitting day and carries the Mace. The Serjeant-at-Arms also maintains order in the House and the galleries.

sessionA grouping of sitting days from an Opening of Parliament until the prorogation of Parliament or the end of a term of Parliament. Until the 1990s there tended to be one session or more each calendar year, but now there is usually only one session in each term of Parliament.

sitting dayA day on which the House of Representatives meets.

SovereignThe Queen (or King) of New Zealand. The Governor-General represents the Sovereign in New Zealand.

SpeakerThe principal presiding officer of the House of Representatives. The Speaker is a member of Parliament who has been elected to that role by the other members of Parliament. The Speaker represents the House in its relations with the Sovereign.

Speech from the ThroneA speech made by the Sovereign or Governor-General to officially open a session of Parliament. The Speech from the Throne outlines the Government's legislative and policy plans.

Standing OrdersRules made by the House of Representatives that govern its proceedings.

State Opening of ParliamentThe ceremonial occasion when the Governor-General delivers the Speech from the Throne to open a new session of Parliament.

statuteAnother word for an Act of Parliament.

subclauseA numbered component of a clause, usually in a single sentence. Subclauses become known as “subsections” when a bill becomes an Act.

subordinate legislation - See regulations.


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Supplementary EstimatesA statement of further amounts to be spent by Government departments, offices of Parliament, Crown entities, State enterprises, and public organisations in the current financial year in addition to the details of spending contained in the Estimates. This spending must be approved by an Appropriation Bill.

Supplementary Order Paper (SOP)A paper that is published and circulated to members, showing an amendment or amendments that a Minister or member will propose when a bill is considered by the committee of the whole House or a select committee.

Table (noun)The oblong table in front of and below the Speaker's Chair in the Chamber.

table (verb)To formally present a document to the House of Representatives.

tellerThe member of Parliament who records the vote cast by each member in a personal vote. There is one teller for the Ayes and one for the Noes.

term of ParliamentThe period from the Opening of Parliament after a general election until the Parliament ends (either by dissolution or expiration). By law this term may be no longer than three years from the date set for the declaration of the results after the general election.

third readingThe last stage (debate) in the passing of a bill. On being passed, the bill receives the Royal assent. When a bill has the Royal assent, it becomes law.

titleThe official name of a bill or an Act of Parliament.

UnicameralA description of a parliament that consists of a single House, or legislative chamber — in New Zealand’s case, the House of Representatives. New Zealand’s Parliament was bicameral (consisting of two Houses) until the Legislative Council was abolished in 1951.

Upper HouseA description for the Legislative Council, which was abolished in 1951.

urgency motionA motion proposing that the House accord urgency to certain business. If the motion is agreed, the House may pass that business through more than one stage on that sitting day, and in order to do so may extend its hours beyond the usual time.

voice voteThe result of a vote as initially declared by the presiding officer. If no member then calls for a party vote or a personal vote, the decision is regarded as unanimous.

vote (1)Motions are put to a vote, which can be a voice vote, party vote, or personal vote.

Vote (2)Part of an Appropriation Bill containing details of the authority to spend public money or incur expenses.

vote of confidence - See confidence, vote of. whip

A member who acts as a party manager. The Green Party prefers to call this position the musterer. A whip ensures that members of his or her party are present in the Chamber or within the precincts of Parliament to support or oppose a motion that is put to the vote.


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Appendix 5 – Usefu l websi tes

Electoral Commission - http://www.elections.org.nz/

Kids Voting - http://www.kidsvoting.org.nz/

Ministry of Youth Development – Aotearoa Youth Voices Toolkit - http://www.myd.govt.nz/about-myd/publications/aotearoa-youth-voices-toolkit.html

New Zealand History online – Politics and Government – http://www.nzhistory.net.nz/politics-and-government

New Zealand Parliament – http://www.parliament.nz

Te Ara - Signposts : A blog about the Encyclopaedia of New Zealand http://blog.teara.govt.nz/

TKI Te Kete Ipurangi – http://www.tki.org.nz


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http://www.tki.org.nz/

http://blog.teara.govt.nz/

http://www.parliament.nz/

http://www.nzhistory.net.nz/politics-and-government

http://www.nzhistory.net.nz/politics-and-government

http://www.myd.govt.nz/about-myd/publications/aotearoa-youth-voices-toolkit.html

http://www.myd.govt.nz/about-myd/publications/aotearoa-youth-voices-toolkit.html

http://www.kidsvoting.org.nz/

http://www.elections.org.nz/

History

Date Version Author Group Decisions


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PS General Template with cover - New Zealand Parliament Web viewStudents can identify...

Documents

Transcript of PS General Template with cover - New Zealand Parliament Web viewStudents can identify...