How. How. teachers PACK

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1 teachers PACK

2 to use the House of Lords resources You can use the House of Lords Jump Start animation and Public Pops film in three steps to explore how the House of Lords works and its key functions in Parliament, with a focus on law making. 1) Jump Start: watch the Jump Start animation with your class to set the scene for your lesson. This fast-moving, three minute film is packed with information to get your students thinking. You can use the questions and topics included in this pack to support classroom discussions. You ll also find lots of useful information in the Background Information notes which can be used to create handouts, including The passage of a Bill following a Bill from the House of Lords to Royal Assent. 2) Get Active: once you ve watched the Jump Start animation, your class can try out one of the main roles of the House of Lords themselves with the hands-on Create your own Bill exercise. Full instructions and worksheets are included in this pack. 3) Public Pops: debate the key themes as a class by watching the Public Pops film. In this film you ll find young people and members of the public sharing their own opinions on how they think the House of Lords works. You can use the prompt information and debate cards in this pack to direct follow up discussions. films Find the Jump Start animation and Public Pops film here: Contents: Jump Start Animation key topics p. 2 and questions Get Active Create Your Own Bill p. 3-7 instructions and worksheets Public Pops Debate instructions p. 8-9 and debate cards Background Information: p

3 Jump Start: animation You can view and discuss the Jump Start animation in around 30 minutes. Extend this activity to up to two lessons by following on with the Create your own Bill exercise included in this pack. All timings approximate. You will need Jump Start animation ready to view Step One ten minutes Before you watch the Jump Start animation, ask the class to openly share their views on role of the House of Lords by asking a few key questions: what does the House of Lords do? what is the relationship between the House of Commons and the House of Lords? what role does the House of Lords play in law making? Step Four optional extensions Run the Create your own Bill activity (full instructions and worksheets included) to give the class a chance to try out one of the main roles of the House of Lords themselves. alternatively, go straight to the Public Pops film to spark further debate about the membership of the House of Lords and use the debate cards in this pack to get your class talking. If your class are interested in the role of Committees, you may also want to take a look at the Hold a Committee exercise in the What supporting pack. Step Two approx three minutes now watch the Jump Start animation together (around three minutes). This short animation introduces the functions of the House of Lords with a focus on the three main roles making laws, in-depth consideration of public policy and holding government to account. Step Three ten minutes once the film has finished, allow some time for the class to share their thoughts: did you pick out the three main roles what were they? do you think the work of the Lords complements that of the Commons? did anything surprise you about the work of the Lords? 2

4 Get active: Create your own Bill Use this exercise to put into practice one of the main roles of the House of Lords explored in the Jump Start animation making laws. More information on the passage of a Bill is included in the Background Information in this pack. Could (some) H ave engaged with and reflected on different ideas, opinions, beliefs and values when exploring a topical issue H ave empathised with other people s points of view You will need Jumpstart animation ready to view: C opies of Bill Worksheets P aper and pens Newspaper articles (optional for extension activity) Learning aims To introduce the three main roles of the House of Lords To introduce the concept of making laws and the work of Lords in this process To encourage students to empathise with others and consider different perspectives To work effectively in a group To use presentation skills to present ideas to the class LEARNING OUTCOMES Must (all) Understand that creating laws (legislation) is a main function of the House of Lords Understand the difference between a Bill and a law Work in groups to create a Bill, which is voted on by the class Should (most) H ave expressed their own opinions to others through discussion, debate and voting Understand that a draft law goes through many stages within Parliament before becoming a law. 3

5 Create your own Bill: classroom instructions Step One ten minutes Reiterate the three main roles of the House of Lords. Explain that today your class are going to use these skills to create their own law. Ask the students to discuss in pairs what makes a good rule, e.g. fair, achieves something, easy to apply, everyone agrees to the principle of the rule. Ask students to feedback their thoughts. Prompt if necessary. Ask what else needs to be considered when making a rule, e.g. how is it going to be applied, who does it apply to, what is the punishment if it isn t followed? Step Two 20 minutes Ask students to get into groups of up to six and distribute the Bill worksheets. their task is to create a new Bill for all schools/ colleges across the UK. Before deciding on the Bill, groups will need to consider the following: Identify a problem E.g. litter. What are they trying to fix? E.g. less litter, more recycling. Who is responsible? E.g. the school for not having bins, the students for dropping it? Who is creating the problem? E.g. students inside the school. Does their rule cost anything to set up? E.g. new bins, recycling, publicity, enforcing the rule Who will enforce the rule? E.g. Head Teacher, Governors, School Council. What will the punishment be (if any)? E.g. litter picking duties. will we know when it is fixed? What is the outcome? E.g. less litter. Groups should fill out the Bill worksheets with the information from their discussion. Step Three 20 minutes Move furniture around so that the classroom resembles the chamber - a couple of rows of chairs facing opposite each other with crossbench seats in between should suffice. Ask each group to decide on a peer to present the Bill before Parliament and decide on one student to act as the Lord Speaker. choose the first peer to read their Bill Worksheet out. the Lord Speaker then calls a vote for the proposal by repeating the title of the Bill. All students take a vocal vote, as in the House of Lords, of content or not content. Step Four ten minutes once all groups have had their Bill voted on, discuss with the class which Bills succeeded / failed and why? Which were fair Bills? Were they realistic? If you have time, ask groups to swap their Bills to another team who should consider it line by line for possible amendments and present back their suggestions. Reflect the passage of a Bill is a lengthy process what does this style of debate and scrutiny, and in particular the use of a second House for checks and balances offer to law making? Optional extension activities for more advanced students look at issues arising in the local community or nationally. You can use newspapers to choose an issue. Students should consider what is currently being done? What are the pros and cons? Is Parliament currently looking at this topic? discuss the Human Rights Act with regards to their rule/bill - does their Bill comply? Identify and follow a Bill currently going through Parliament ( Other resources You can explore the What and the Who of the House of Lords by using the further resources online: 4

6 The name of the bill Title of your Bill: School Litter Bill A BILL What the bill proposes to do To stop littering within schools and to promote recycling Sponsors: A. Bloggs J. Smith A. Nother Who is proposing the bill Description of your bill: This bill will provide extra funding for schools and colleges to provide appropriate litter bins and recycling bins throughout the school grounds. It will also provide extra resources for awareness raising campaigns for all students, teachers and parents to encourage everyone to use the litter bins and to recycle where possible. An outline of what the bill is hoping to achieve These can be written on an attached piece of paper. Explanatory notes attached: 1. Background and Summary (why is this bill needed?) 2. Financial Effects ( much it will cost?) European Convention on Human Rights In my/our view the provisions of the _School Litter Bill are compatible with the Convention rights All bills and Acts of Parliament have to meet the European Convention on Human Rights. 5

7 Title of your Bill: A BILL To..... Sponsors: Description of your bill.. Explanatory notes attached: 1. Background and Summary (why is this bill needed?) 2. Financial Effects ( much it will cost?) European Convention on Human Rights In my/our view the provisions of the Bill are (Title of the Bill) compatible with the Convention rights 6

8 Explanatory notes 1 Background and Summary Why is this bill needed? What will this bill achieve? Financial Effects Will this proposed law cost anything? If so, how will you raise the money? 7

9 Public Pops debate: Watch the two minute Public Pops film to hear the opinions of the public on the of the House of Lords and inspire debate in the classroom. But watch out, some of what the public says is factually correct but the films also include some common misconceptions can the pupils spot them? Pose the three key questions to your class to inspire debate additional questions are also included. Use the information below, which includes the correct answers, to direct the discussion. You can run this activity as a class or divide into pairs or small groups. Debate cards can be shared out so that each group explores a different point and can then present their opinions back to the class for further discussion. 1. DO PEERS BELONG TO POLITICAL PARTIES? The answer Some do... and some don t! The chamber is divided up in the following ways: Government benches as with the House of Commons, peers who belong to the governing political party or parties sit on one side of the House. opposition benches the members of the opposition parties sit on the opposite side. Bishops and Archbishops 26 Church of England archbishops and bishops sit in the House, passing their membership on to the next most senior bishop when they retire. Crossbenches uniquely the House of Lords has a set of benches between the two sides where members not affiliated to any party sit. This group makes up around a quarter of the whole make-up of the House. Further discussion: what might be the impact of having non-politically affiliated members in the House? consider how a crossbencher may approach law-making. Peers do not currently have to stand for public election what are the pros and cons? 2. WHAT CAN PEERS DO? The answer The Lords share the task of making and shaping laws and checking and challenging the work of the government. They have three main roles which are covered in more detail in the Background Information in this pack: making laws, in-depth consideration of public policy and holding government to account. Further discussion: what are the pros and cons of having a second chamber in the UK Parliament? why are there several stages of readings and amendments to create a law? 3. HOW MUCH DO PEERS GET PAID? The answer Most members do not receive a salary for their parliamentary duties but are eligible to receive allowances and, within certain limits, the travel expenses incurred fulfilling parliamentary duties. Members who are not paid a salary may claim a flat rate attendance allowance of 150 or 300 for each sitting they attend in the House. This daily allowance replaces the separate overnight subsistence, day subsistence and office costs in the previous system. Entitlement is determined by attendance. Members who receive a ministerial or office holders salary are not entitled to claim the allowances based on attendance. Further discussion: Should peers receive expenses for the work they do? Some peers continue with full-time roles outside of the House, how might this inform their work within the House of Lords? 8

10 Do peers belong to a political party? What might be the impact of having non-politically affiliated members in the House? Peers do not currently have to stand for public election what are the pros and cons? What can peers do? What are the pros and cons of having a second chamber in the UK Parliament? Why are there several stages of readings and amendments to create a law? Should peers get paid? Should peers receive expenses for the work they do? Some peers continue with full-time roles outside of the House, how might this inform their work within the House of Lords? 9

11 Background information The House of Lords is the second chamber of the UK Parliament. It is independent from, and complements the work of, the elected House of Commons. The Lords and its members, commonly called peers, shares the task of making and shaping laws and checking and challenging the work of the government. What does the Lords do? The Lords has three main roles: Questioning and challenging Members of the Lords scrutinise the work of the government during question time and debates in the chamber, where government ministers must respond. In the parliamentary sessions, members held the government to account with 18,162 oral and written questions and 273 debates on issues ranging from the economy to nursing. Shaping and making laws Members spend nearly 60 % of their time in the House considering Bills (draft laws). All Bills have to be considered by both Houses of Parliament before they can become law. In the session, members checked 80 Bills on issues ranging from child poverty to immigration. They considered 10,031 changes and 49 Bills became laws. During several stages, members examine each Bill, line-by-line, before it becomes an Act of Parliament (actual law). Many of these Bills cover crucial areas of everyday life such as welfare, health and education. Investigating issues Members use their extensive individual experience to debate public policy. Much of this work is done in select committees which are small groups appointed to consider specific policy areas. In , House of Lords select committees produced 73 reports on subjects including economic affairs, European Union powers and advances in science. Many select committee meetings involve questioning experts working in the field which is the subject of the inquiry. These meetings are open to the public. What has the work of the Lords impacted upon? Some useful examples of significant Parliamentary work the House of Lords has been involved in recent years include: introducing civil remedies for victims or potential victims of forced marriages ensuring children with special educational needs have the same legal protection in academies as in other mainstream schools making sure the UK has leading stem cell research facilities ensuring that women are treated more fairly by the state pension system. 10

12 The passage of a Bill from the House of Lords to Royal Assent One of Parliament s main roles, and that of the House of Lords, is debating and passing laws, more formally known as passing statute law (legislation). Laws can start in either the House of Commons or the House of Lords. Government introduces the majority of plans for new laws, with many included in the Queen s Speech at the opening of each session of Parliament, and changes to existing laws. ever, new laws can originate from an MP or a peer. The creation and passing of new laws is a lengthy and serious business and can often take up to or over a year to become statute. The Lords in particular do not have a time limit when considering new laws. When a Bill starts in the House of Lords it always follows a set process: FIRST READING First reading is the first stage of a Bill s passage through the House of Lords - usually a formality, it takes place without debate. First reading of a Bill can take place at any time in a parliamentary session. The long title (indicating the content of the Bill) is read out by the member of the Lords in charge of the Bill. And that is it! The Bill has been formally introduced and can now be printed. SECOND READING Second reading is the first opportunity for members of the Lords to debate the main principles and purpose of the Bill and to flag up concerns and areas where they think changes (amendments) are needed. The second reading usually takes place no less than two weeks after first reading. Before second reading takes place a list of speakers for the second reading debate is opened and interested members add their names to it. The list is published shortly before the debate in the order in which members will speak. When second reading actually takes place, the Government minister, spokesperson or member of the Lords responsible for the Bill opens the debate. Any member can speak in the debate so this stage can indicate those members particularly interested in the Bill - or a particular aspect of it - and those who are most likely to be involved in amending the Bill at later stages. Second reading debates usually last for a few hours but sometimes stretch over a couple of days. COMMITTEE STAGE Detailed line by line examination of the separate parts (clauses and schedules) of the Bill takes place during committee stage and any member of the Lords can take part. Committee stage can last from one or two days to eight or more. It usually starts no fewer than two weeks after the second reading. The day before the committee stage starts, amendments (proposals for change) are published in a Marshalled List in which all the amendments are placed in order. Amendments on related subjects are grouped together and a list ( groupings of amendments ) is published on the day. All proposed amendments can be discussed and there is no time limit on discussion of amendments. Votes on the proposed amendments may also take place. After committee stage if the Bill has been amended it is reprinted with all the agreed amendments. 11

13 The passage of a Bill from the House of Lords to Royal Assent REPORT STAGE Report stage in the Chamber gives all members of the Lords further opportunity to consider any amendments (proposals for change) suggested at this stage to a Bill and to examine the detail further know that changes have been made. Report stage usually starts 14 days after committee stage. It can be spread over several days (but usually fewer days than at committee stage). The day before report stage starts, amendments from committee stage are again published in a Marshalled List in which all the amendments are placed in order. Amendments on related subjects are grouped together and a list ( groupings of amendments ) is published on the day. During report stage, detailed line by line examination of the Bill continues. Votes can take place and any member of the Lords can take part. If the Bill is amended it is reprinted to include all the agreed amendments made at this stage. THIRD READING Third reading in the Chamber is the final chance for the Lords to debate and change the contents of the Bill. At least three sitting days usually pass between report stage and third reading. The day before third reading starts, amendments (proposals for change) are again published in a Marshalled List in which all the amendments are placed in order. Amendments on related subjects are grouped together and a list ( groupings of amendments ) is published on the day. Unlike the Commons, amendments can be made at third reading stage, provided the issue has not been fully considered and voted on at an earlier stage. Amendments at third reading in the Lords are often used to clarify specific parts of the Bill to close loopholes and to allow the Government to make good any promises of changes to the Bill made at earlier stages. AFTER THIRD READING If the Bill started in the Lords, it goes to the House of Commons for its first reading. The Commons reprints the Bill with the Lords amendments. If the Bill started in the House of Commons, after third reading in the Lords, the amended Bill is sent back to the Commons for it to consider the Lords amendments. A Bill may go back and forth between the two Houses until agreement is reached this is known as Ping Pong. ROYAL ASSENT When a Bill has completed all its parliamentary stages in both Houses, it must have Royal Assent before it can become an Act of Parliament (law). Royal Assent is the Monarch s agreement to make the Bill into an Act and is a formality. There is no set time period between the consideration of amendments to the Bill and Royal Assent it can even be a matter of minutes after Ping Pong is complete. When Royal Assent has been given to a Bill, the announcement is usually made in both Houses at a suitable break in each House s proceedings by the Lord Speaker in the Lords and the Speaker in the Commons. At prorogation (the formal end to a parliamentary year), Black Rod interrupts the proceedings of the Commons and summons MPs to the Lords Chamber to hear the Lords Commissioners announce Royal Assent for each Bill. COMMENCEMENT ORDER The legislation within the Bill may commence immediately, after a set period or only after a commencement order has been given by a Government minister. A commencement order is designed to bring into force the whole or part of an Act of Parliament at a date later than the date of the Royal Assent, but if there is no commencement order, the Act will come into force from midnight at the start of the day of the Royal Assent. The practical implementation of an Act is the responsibility of the appropriate government department, not Parliament. 12