Debating in the chamber

The How to write a bill template and Chamber place cards can be used to develop mock parliamentary debates on any topic.

How to write a bill

The How to write a bill template outlines for students some key questions to consider when writing a bill, including who the proposed law applies to, how it will be implemented, and if there are any penalties for not adhering to the law. There are also some prompt questions for students to consider different party positions.

Example bill

During debates, members of parliament do not ask and answer questions, rather they debate bills that include how, when and under what circumstances a potential law would apply. Members of parliament may also debate the specific clauses within a bill (this happens in an optional stage after the second reading debates).

Below is an example of how a question may be turned into a bill.

Question: Should Australia Ban Mullets?

Would become

Bill title: Hair Regulation (Ban the Mullet) Bill 2024

Bill clauses:

• Only celebrities can sport ‘fashionable’ mullets
• Hairstyles be regulated where the difference in length between the sides and back is no more than 5cm
• Penalties will be applied to hairdressers found to be providing mullets, $500 fine for first offence, $1000 fine for second offence, jail for third offence
• Individuals sporting a mullet must have a hair cut by an approved hairdresser

Students then discuss and debate the practicality and implementation of each point. For example, what makes a ‘celebrity?’ What is fashionable? Can any one sport ‘unfashionable’ mullets? During this process students may vote to amend different aspects of the bill. The majority of students (50% + 1) must agree to vote to change the clause and 50% + 1 must agree to pass the bill once the amendments are made.

Chamber place cards

The place cards cover some of the key roles for MPs across both of the chambers. Role cards for some parliamentary officers, such as the clerks, Serjeant-at-Arms, Usher of the Black Rod and Hansard reporters, have been included to help differentiate students’ participation in debate. On the front of the place card, students have an opportunity to fill in their ministerial roles (if applicable) and their electorate. The MPs role in the chamber, standing orders (chamber rules) and key phrases for debate are listed on the back on the place cards.

The Chamber place cards resource also has a script that outlines the key moments during a passage of a bill that can be used by the Presiding Officer, minister introducing the bill and at least one other member of parliament.

• Classroom connections

  The resources to support Debating in the chamber can be used across multiple levels as a way of introducing parliamentary debates and processes, such as How a law is made.

  Grade 3 & 4

  At Grades 5 & 6 the resources can be used to "identify features of government and law and describe key democratic values (VCCCG011), "identify how and why decisions are made democratically in communities (VCCCG002).

  Grades 5 & 6

  For Grades 5 & 6 students the resources can be used to "discuss the values, principles and institutions that underpin Australia's democratic forms of government and explain how this system is influenced by the Westminster system" (VCCCG008), "explain how state ... laws are initiated and passed through parliament" (VCCCL012), and "identify different points of view on a contemporary issue relating to democracy and citizenship" (VCCCC015).

  Years 7 & 8

  Students at Year 7 & 8 “explain how citizens can participate in Australia’s democracy, including the sue of the electoral system, contact with their elected representatives, use of lobby groups, interest groups and direct action” (VCCCG020). The resources can be used to present a range of arguments and as the basis for comparisons between "how laws are made in Australia, including through parliaments (staturtory law) and courts (common law)" (VCCCL023).

  Years 9 & 10

  The resources can be used to "discuss the role of political parties and independent representatives in Australia's systme of government, including the formation of governments, and explain the process through which government policy is shaped and developed" (VCCCG028), "Analyse contemprorary examples and issues relating to Australian democracy" (VCCCC035), and to "discuss challenges to and ways of sustaining a resilient democracy and cohesive society" (VCCCC036).

  Years 11 & 12

  The How to write a bill template and the Chamber place cards can be used for mock debates with a range of issues relating to VCE Legal Studies, Politics and Sociology, especially when considering the process of making a law, representation of perspectives across the political spectrum, or how people's lived experiences are used to represent social issues.

• Related resources

  Standing orders

  The Standing orders resource provides a more detailed look at the rules of debate in the chamber, including the preferential voting system used to select a Presiding Officer.

  A guide to challenging conversations

  This resource provides strategies that are flexible and adaptable, taking into account teaching context, the age of the students, appropriateness of the topic, the depth of discussion, as well as school and community expectations. These strategies also acknowledge perspectives that may be informed by students’ lived experiences, including family or community views and values.

  How a law is made: Teacher guide

  This resource explores the key differences between rules and laws, and explores the steps involved with creating laws in parliament. The teacher guide includes questions and activities which are designed to encourage students to think critically about the law-making process.

  How a law is made: Video series

  This series of short videos explores the process of passing a bill through parliament, from identifying the initial need through to Royal Assent and the bill becoming an Act of Parliament, in other words a law.

  How to host a committee inquiry

  Students can use the perspective cards to develop a range of arguments in response to a committee inquiry or topic of interest.

  Mission Control

  The Mission Control program encourages students to think critically about the skills and knowledge needed for a successful mission to Mars, including debating and voting on industries to send on the mission, mirroring Victoria’s parliament processes. They work collaboratively to complete a hands-on design challenge as they consider how to sustainably power operations, feed the population, and communicate across the far reaches of space.