Rules & Laws
Civics & Citizenship
Content DescriptionsThe differences between ‘rules’ and ‘laws’ (ACHCK012)
Why laws are important (ACHCK013) Present ideas and opinions on civics and citizenship topics and issues using civics and citizenship terms (ACHCS020) |
Achievement StandardBy the end of Year 4, students explain the role of local government and distinguish between rules and laws. They describe factors that shape a person’s identity and sense of belonging.
Students pose questions about the society in which they live and use information to answer them. They suggest solutions to an identified issue. They develop and present their ideas and opinions on an issue using civics and citizenship terms. |
Teaching Sequence
Guess my Rules (from Discovering Democracy)
Play a game without clear or public rules.
1a Divide the class into two teams, X and Y.
Use beanbags instead of balls.
1b Introduce the simulation game, 'Play the game, guess my rules'. Explain to students that they will play a game and must guess the rules.
Replace any of these rules with rules appropriate for your class. The rules:
1c On the sports court, begin play with these balls. Implement only two of the rules for the first minute.
1d Implement the rest of the rules and play for another minute.
1e Change all the rules (except the 'no violence' rule). For example, instead of 'everyone can play the game', the rule becomes 'only brown-eyed people can take part'. Play for another two minutes.
1f Gather the class together for a debriefing session:
1g Write the rules of the game on the board and ask students to indicate which ones you changed. Discuss whether it is fair that only one person:
Follow up this lesson with discussion on rules and consequences (See Discovering Democracy for ideas)
What is a rule and what is a law?
(See Discovering Democracy for details)
Activity 1: What is a rule?
Activity 2: What is a law?
Activity 3: Road laws
Activity 4: Why we need road laws
Activity 5: Pick the rule, pick the law
Our Class Rules
Students discuss the need for rules and formulate a set of class rules and expectations. They look at the school rules from the Positive Behaviour 4 Learning program and match their suggested rules to these categories.
Are the Ten Commandments rules or laws?
Students consider what they know about rules and laws and explain why they think the Decalogue could be considered rules or laws. They use terminology learnt in previous lessons in their explanation.
Play a game without clear or public rules.
1a Divide the class into two teams, X and Y.
Use beanbags instead of balls.
1b Introduce the simulation game, 'Play the game, guess my rules'. Explain to students that they will play a game and must guess the rules.
- Each team has a scoring end and gets a goal by putting the ball through the space marked.
- Only the teacher knows the rules.
- The teacher will not explain the rules and students cannot ask what they are.
- When they break a rule, students must sit out.
- The aim of the game is for the students to score and the task is to work out what the rules are so they do not break them.
Replace any of these rules with rules appropriate for your class. The rules:
- Everyone can play the game.
- Only boys can kick the balls.
- Students whose given name starts with 'A' cannot run.
- No-one is allowed to move with the ball.
- Violence is not permitted.
1c On the sports court, begin play with these balls. Implement only two of the rules for the first minute.
1d Implement the rest of the rules and play for another minute.
1e Change all the rules (except the 'no violence' rule). For example, instead of 'everyone can play the game', the rule becomes 'only brown-eyed people can take part'. Play for another two minutes.
1f Gather the class together for a debriefing session:
- What did you think of the game? Was it a good game? Was it a fair game? Give reasons.
- How did you know that there were some rules?
- How did you feel about not knowing what the rules were?
1g Write the rules of the game on the board and ask students to indicate which ones you changed. Discuss whether it is fair that only one person:
- made the rules
- changed the rules
- knew what the rules were.
Follow up this lesson with discussion on rules and consequences (See Discovering Democracy for ideas)
What is a rule and what is a law?
(See Discovering Democracy for details)
Activity 1: What is a rule?
Activity 2: What is a law?
Activity 3: Road laws
Activity 4: Why we need road laws
Activity 5: Pick the rule, pick the law
Our Class Rules
Students discuss the need for rules and formulate a set of class rules and expectations. They look at the school rules from the Positive Behaviour 4 Learning program and match their suggested rules to these categories.
Are the Ten Commandments rules or laws?
Students consider what they know about rules and laws and explain why they think the Decalogue could be considered rules or laws. They use terminology learnt in previous lessons in their explanation.