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Parliament of Victoria offers both a virtual tour of parliament house and a 30-minute online incursion describing how a law is created and passed through parliament. The virtual tour is similar to google street view where students can explore and take a “walk” around the individual rooms. The program used also has features that let students measure different attributes of the rooms and view either from a “street view” “birds eye view” or as a doll house.

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Take an online stroll through Victoria's iconic Parliament House, one of Australia's oldest and most architecturally distinguished public buildings. In this series of interactive, 360° tours, use your desktop PC, smartphone or VR headset to explore some of the grand 19th Century spaces that evoke the spirit of our State's goldrush era.

Click on one of the links below to enter a room. Use the arrow keys on your keyboard to move about the space or click and drag with your mouse.

For instructions on use with your VR headset and smartphone, click on the headset icon in the bottom-right corner when you enter a room.

Created: Wednesday, 08 February 2017 10:25

Last Updated: Wednesday, 05 December 2018 14:32

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Take an online stroll through Victoria's iconic Parliament House, one of Australia's oldest and most architecturally distinguished public buildings. In this series of interactive, 360° tours, use your desktop PC, smartphone or VR headset to explore some of the grand 19th Century spaces that evoke the spirit of our State's goldrush era.

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Parliament of Victoria now offers the option of connecting with your class digitally via Webex with our new Online Incursion program for Year 5 and 6 students.

A Tours and Outreach Officer will connect with your classroom for a 30 minute session about the process of making a law in Victoria.

Online Incursions are available at 9.30am , 10.30am, 11.30am and 12.30pm starting Tuesday 9 June.

To check for available times see Online Incursion Availability and then send an email to tours@parliament.vic.gov.au to make a booking with the following information

Date/Time

Name of school contact, their email and mobile number

Year Level

Number of Students

Please note that Online Incursions will be available to Secondary school students at a later date.

Created: Friday, 15 May 2020 13:36

Last Updated: Friday, 22 May 2020 08:14

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Parliament of Victoria - Online Incursions

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Parliament of Victoria now offers the option of connecting with your class digitally via Webex with our new Online Incursion program for Year 5 and 6 students. A Tours and Outreach Officer will connect with your classroom for a 30 minute session about the process of making a law in Victoria.

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Level 5 and 6

Government and Democracy

Describe the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system (VCCCG009)

Identify and discuss the key features of the Australian electoral process (VCCCG010)

Identify the roles and responsibilities of electors and representatives in Australia's democracy (VCCCG011)

Laws and Citizens

Explain how state/territory and federal laws are initiated and passed through parliament (VCCCL012)

Explain how and why laws are enforced and describe the roles and responsibilities of key personnel in law enforcement, and in the legal system (VCCCL013)

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Mathematics

Level 5

Number and Algebra

Number and place value

Use estimation and rounding to check the reasonableness of answers to calculations (VCMNA182)

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (VCMNA185)

Money and Financial mathematics

Create simple financial plans (VCMNA191)

Measurement and Geometry

Using units of measurement

Choose appropriate units of measurement for length, area, volume, capacity and mass (VCMMG195)

Calculate the perimeter and area of rectangles and the volume and capacity of prisms using familiar metric units (VCMMG196)

English

Level 5

Reading and Viewing

Text Structure

Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309)

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (VCELA310)

Phonics and word knowledge

Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals (VCELA312)

Literature

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (VCELT313)

Examining literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (VCELT315)

Literacy

Text in context

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (VCELY317)

Interpreting, analysing, evaluating

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)

Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320)

Ethical Capabilities

Levels 5 and 6

Understanding concepts

Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles (VCECU010)

Examine how problems may contain more than one ethical issue (VCECU011)

Decision Making and Actions

Discuss the role and significance of conscience and reasoning in ethical decision-making (VCECD013)

Personal and Social Capabilities

Levels 5 and 6

Social Awareness and Management

Relationships and Diversity

Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences (VCPSCSO029)

Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual (VCPSCSO030)

Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved (VCPSCSO031)

Collaboration

Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles (VCPSCSO032)

Describe the various causes of conflict and evaluate possible strategies to address conflict (VCPSCSO033)

Critical and Creative Thinking

Levels 5 and 6

Questions and Possibilities

Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities (VCCCTQ023)

Reasoning

Investigate common reasoning errors including contradiction and inconsistency, and the influence of context (VCCCTR024)

Consider the importance of giving reasons and evidence and how the strength of these can be evaluated (VCCCTR025)

Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated (VCCCTR026)

Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty (VCCCTR027)

Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas (VCCCTR028)

Mega – Cognition

Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals (VCCCTM031)

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When looking at the 5 E’s model we can see that we as teachers could use the virtual tour of parliament house at any point of the model. For this example, though I would suggest using this resource during the “explore” stage of the model. This is because during pervious discussions and activities students would come up with questions and ideas they would want to explore. This tour could then help them find some of their answers (Buchanan, 2013, Marsh and Hart, 2011,Reynolds, 2014). The tour brings Parliament house to life in a way a student wouldn’t have had a chance to view and experience before 2020. Students can take their time and truly explore all the different details of Parliament house.

While exploring and delving in to finding their answers through the tour they can also cover what makes up Australian government how it works and other finer details covered by the government and democracy strand for level 5 and 6 of the Victorian curricula.

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The Parliamentary education office website offers teachers ideas and lesson plans on how to teach civic and citizenship in an Australian classroom. This website is a great place to start to create ideas on where a teacher should start when teaching this topic.

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Explore the ideas that underpin Australia's democracy and create a parliament in your classroom with these fun and engaging activities. Each activity includes a lesson plan and a toolkit with the resources you'll need to teach key functions of and concepts relating to the Australian Parliament.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

© Commonwealth of Australia | Page last reviewed 09 Aug 2019

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Classroom activities - Parliamentary Education Office

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Explore the ideas that underpin Australia's democracy and create a parliament in your classroom with these fun and engaging activities. Each activity includes a lesson plan and a toolkit with the resources you'll need to teach key functions of and concepts relating to the Australian Parliament.

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Now this website is a good place to freshen up on what the teacher and students know about all the different types of governments around the world. The Victorian curriculum doesn’t necessarily ask the teachers to look at other governments around the world but does ask the students to be inclusive and mindful of other cultures. This information can also lead to very interesting discussions and questions.

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Here's a rundown of the various forms of government, with definitions provided by "The World Factbook." Absolute monarchy - a form of government where the monarch rules unhindered, i.e., without any laws, constitution or legally organized opposition.

Anarchy - a condition of lawlessness or political disorder brought about by the absence of governmental authority.

Authoritarian - a form of government in which state authority is imposed onto many aspects of citizens' lives.

Commonwealth - a nation, state or other political entity founded on law and united by a compact of the people for the common good.

Communist - a system of government in which the state plans and controls the economy and a single -- often authoritarian -- party holds power; state controls are imposed with the elimination of private ownership of property or capital while claiming to make progress toward a higher social order in which all goods are equally shared by the people (i.e., a classless society).

Confederacy (Confederation) - a union by compact or treaty between states, provinces or territories that creates a central government with limited powers; the constituent entities retain supreme authority over all matters except those delegated to the central government.

Constitutional - a government by or operating under an authoritative document (constitution) that sets forth the system of fundamental laws and principles that determines the nature, functions and limits of that government.

Constitutional democracy - a form of government in which the sovereign power of the people is spelled out in a governing constitution.

Constitutional monarchy - a system of government in which a monarch is guided by a constitution whereby his/her rights, duties, and responsibilities are spelled out in written law or by custom.

Democracy - a form of government in which the supreme power is retained by the people, but which is usually exercised indirectly through a system of representation and delegated authority periodically renewed.

Democratic republic - a state in which the supreme power rests in the body of citizens entitled to vote for officers and representatives responsible to them.

Dictatorship - a form of government in which a ruler or small clique wield absolute power (not restricted by a constitution or laws).

Ecclesiastical - a government administrated by a church.

Emirate - similar to a monarchy or sultanate, a government in which the supreme power is in the hands of an emir (the ruler of a Muslim state); the emir may be an absolute overlord or a sovereign with constitutionally limited authority.

Federal (Federation) - a form of government in which sovereign power is formally divided -- usually by means of a constitution -- between a central authority and a number of constituent regions (states, colonies or provinces) so that each region retains some management of its internal affairs; differs from a confederacy in that the central government exerts influence directly upon both individuals as well as upon the regional units.

Federal republic - a state in which the powers of the central government are restricted and in which the component parts (states, colonies, or provinces) retain a degree of self-government; ultimate sovereign power rests with the voters who chose their governmental representatives.

Islamic republic - a particular form of government adopted by some Muslim states; although such a state is, in theory, a theocracy, it remains a republic, but its laws are required to be compatible with the laws of Islam.

Maoism - the theory and practice of Marxism-Leninism developed in China by Mao Zedong (Mao Tse-tung), which states that a continuous revolution is necessary if the leaders of a communist state are to keep in touch with the people.

Marxism - the political, economic and social principles espoused by 19th century economist Karl Marx; he viewed the struggle of workers as a progression of historical forces that would proceed from a class struggle of the proletariat (workers) exploited by capitalists (business owners), to a socialist "dictatorship of the proletariat," to, finally, a classless society -- Communism.

Marxism-Leninism - an expanded form of communism developed by Vladimir Lenin from doctrines of Karl Marx; Lenin saw imperialism as the final stage of capitalism and shifted the focus of workers' struggle from developed to underdeveloped countries.

Monarchy - a government in which the supreme power is lodged in the hands of a monarch who reigns over a state or territory, usually for life and by hereditary right; the monarch may be either a sole absolute ruler or a sovereign - such as a king, queen or prince - with constitutionally limited authority.

Oligarchy - a government in which control is exercised by a small group of individuals whose authority generally is based on wealth or power.

Parliamentary democracy - a political system in which the legislature (parliament) selects the government - a prime minister, premier or chancellor along with the cabinet ministers - according to party strength as expressed in elections; by this system, the government acquires a dual responsibility: to the people as well as to the parliament.

Parliamentary government (Cabinet-Parliamentary government) - a government in which members of an executive branch (the cabinet and its leader - a prime minister, premier or chancellor) are nominated to their positions by a legislature or parliament, and are directly responsible to it; this type of government can be dissolved at will by the parliament (legislature) by means of a no-confidence vote or the leader of the cabinet may dissolve the parliament if it can no longer function.

Parliamentary monarchy - a state headed by a monarch who is not actively involved in policy formation or implementation (i.e., the exercise of sovereign powers by a monarch in a ceremonial capacity); true governmental leadership is carried out by a cabinet and its head - a prime minister, premier or chancellor - who are drawn from a legislature (parliament).

Presidential - a system of government where the executive branch exists separately from a legislature (to which it is generally not accountable).

Republic - a representative democracy in which the people's elected deputies (representatives), not the people themselves, vote on legislation.

Socialism - a government in which the means of planning, producing and distributing goods is controlled by a central government that theoretically seeks a more just and equitable distribution of property and labor; in actuality, most socialist governments have ended up being no more than dictatorships over workers by a ruling elite.

Sultanate - similar to a monarchy, a government in which the supreme power is in the hands of a sultan (the head of a Muslim state); the sultan may be an absolute ruler or a sovereign with constitutionally limited authority.

Theocracy - a form of government in which a Deity is recognized as the supreme civil ruler, the Deity's laws are interpreted by ecclesiastical authorities (bishops, mullahs, etc.); a government subject to religious authority.

Totalitarian - a government that seeks to subordinate the individual to the state by controlling not only all political and economic matters, but also the attitudes, values and beliefs of its population.
Got a question? Send us an email and crack it. Follow Remy Melina on Twitter @RemyMelina

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What Are the Different Types of Governments?

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From absolute monarchy to totalitarianism, here's an alphabetical rundown of the various forms of government throughout the world.

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Parliament of Australia offers teachers a couple of resources to help them teach civic and citizenship. It’s not very big but dose have a couple of small activities teachers can use in their lessons.

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Reddit is an open form where anyone can post about anything. R/teacher is a forum where teachers can post about what they have done in classes all around the world. This particular link is a post about turning the classroom into different types of governments and seeing how the students react. It is a free website where people can get point of views from all over the world. It isn’t an official teaching resource but just like Pinterest, Facebook and other social media when used correctly can be an amazing resource of ideas, strategies and resources.

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I was wondering if any government teachers have tried allowing their students to form representative governments in class to establish classroom rules (within reason) while teaching them about the democratic process? It's something I'm considering for seniors (who are already considered adults or who soon will be).

Has anyone tried this? Does it devolve into chaos or do the students maintain the government well? Have you noticed increased participation in the classroom as a result of giving students a say in how the class is run?

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Allowing students to form their own classroom government

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I was wondering if any government teachers have tried allowing their students to form representative governments in class to establish classroom rules (within reason) while teaching them about the democratic process? It's something I'm considering for seniors (who are already considered adults or who soon will be). Has anyone tried this?

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Mem Fox

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Nadia Wheatley

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Jeannie Baker

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An Aussie Year: Twelve Months in the Life of Australian Kids

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An Aussie Year: Twelve Months in the Life of Australian Kids

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Tania McCartney

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All these books look at what it is to be an Australian. What it means to be inclusive and what it means to be different. These don’t look at what makes up an Australian government but it dose tie into the ethical and social capabilities we as teachers are meant to be teaching the students. These books would also tie into how different governments affect different cultures and societies. These are all Australian books written by Australians, there will be biases but will work as good opening activities to different lessons around civics and citizens.

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Now children can only learn so much from reading text and being given hard copies of information (Cullen, 2005, Cole, 2008, Marsh, 2011, Rutherford, 2009). This is due to the fact that there are many different types of learners in a classroom (Marsh, 2011, Rutherford, 2009). With this in mind and the current climate of 2020 these online resources give the children a more hands on activity and resource that they can experience from the comfort of their own home. Students then get to explore and learn at their own pace while exploring the virtual tour as there is no limit on how many times they can visit it for free. Students get to look at it and explore coming up with new questions and ideas.

The virtual tour of Parliament house as well as the how laws are created incursion are a great way to set up for more hands on activities. As much as the kids can’t get out to go see it in person at the moment, you can still move forwards with not only teaching about the Australian government, but also able to continue with the idea of creating a classroom government that covers many different aspects of the Victorian curriculum as well as being both inclusive and interactive. Students don’t just learn from text but also from experience (Cullen, 2005, Cole, 2008, Marsh, 2011, Rutherford, 2009). They tend to want to understand the real-world connection between what they are learning and how to put that information into use. The tour and incursion paired with the curriculum and resources above are solid stepping stones in creating a fun, inclusive and informative classroom. All students need a safe and inclusive place to learn. The resources above help to create such an environment when teaching about Parliament and government.

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Baker, William J, & Harvey, Georgina. (2014). The collaborative learning behaviours of middle primary school students in a classroom music creation activity. Australian Journal of Music Education, (1), 3-14.

Buchanan, J. (2013) History, Geography and Civics, teaching and learning in the primary years. Port Melbourne, Australia: Cambridge University Press.

Cole, R. (2008). Educating everybody's children. 2nd ed. Virginia: association for supervision and curriculum development

Cullen, M. (2005). Enhancing multiple intelligence through museum visits. SCIOS, 41(3). Retrieved from https://leo.acu.edu.au/mod/resource/view.php?id=3246945

Marsh, C. & Hart, C. (2011) Teaching the social sciences and humanities in an Australian curriculum (6th edition), Frenchs Forest: Pearson

Primary Connections | 5Es Teaching and Learning Model. (2019). Retrieved 26 August 2020, from https://www.primaryconnections.org.au/5es-teaching-and-learning-model

Reynolds, R. (2014) 3rd ed. Teaching humanities and social sciences in the primary school. South Melbourne: Oxford Australia

Rutherford, P. (2009). Meeting the needs of diverse learners. Virginia: Just ask publications.

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Collaborative learning: Collaborative learning is when students work together to not only learn new ideas but to also expand and experience what they have learnt so far (Baker, Harvey 2014). The virtual tour of Parliament house is a good way to explore how parliament is set up and the 30-minute incursion explains how a law is created here in Australia. With this tour and incursion together, the teacher can use this to help create a small government in the classroom. This would mean the students would have to work together to run the classroom creating laws, running for election, creating campaigns and deciding what best works for the classroom. By working together collaboratively the students not only cover the laws and citizens strand in humanities but also cover a lot of social, ethical and critical thinking capabilities mentioned in the Victorian curriculum. It would also benefit the students to see that working alone isn’t the only way to do something. That it takes more then just one person to run a government.