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The guidance covers preparation and classroom logistics such as printing and colour-coding scripts, producing role name tags, setting up the learning area with a House of Assembly map, and distributing bills. It also outlines facilitator and role selection, practical props, rehearsal, and supportive party phrases. The program context explains how students role-play roles, debate bill merits under parliamentary conditions, and vote using conscience-based decision making.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/preparing-for-a-parliamentary-style-debate/164256/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/preparing-for-a-parliamentary-style-debate/164256.png","ImageObject",442,249,{"name":88,"@type":89},"Aria","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-20","2026-08-31",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How can students choose a structure for a parliamentary style debate?","Question",{"text":108,"@type":109},"Students can either use existing debates with scripted roles or write their own debate using a provided debate template in a Word document.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What preparation steps are recommended for running the debate in class?",{"text":113,"@type":109},"Print and photocopy debate scripts onto coloured paper, create coloured role name tags, copy the House of Assembly map for the learning area, and distribute the bill to each participant. Roles are selected with a facilitator to direct proceedings.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the program handle discussion and voting after the scripted role-play?",{"text":117,"@type":109},"After the scripted section, students can comment on the bill and raise relevant issues. Each bill is then put to a vote, and students may make a conscience vote rather than following party constraints.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},164256,1788150307,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":73},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","Preparing for a Parliamentary Style Debate\nChoose a structure for debate from option 1 or 2.\nOption 1\nUse the existing debates included in Student Debate Resources that includes several scripted roles. Students with an unscripted role may choose to take on the role of a backbencher or sit on the cross bench. They may contribute to the debate with their own scripted speech or a spontaneous speech.\nOption 2\nStudents write their own debates on to the \u0013 HYPERLINK \"http://www.parliament.sa.gov.au/education/teachers/Facilitating%20A%20Parliamentary%20Debate/Documents/4-Blank%20Template.doc\" \u0014Debate Template \u0015provided as a word document.\nPrint \u0013 HYPERLINK \"http://www.parliament.sa.gov.au/education/teachers/Facilitating%20A%20Parliamentary%20Debate/Documents/Facilitator%20Running%20Sheet.pdf\" \\t \"_blank\" \\o \"Facilitator Running Sheet\" \u0014Facilitator Running Sheet\u0015\nPhotocopy individual debate scripts onto coloured paper. Colour coding is shown as a footnote on each script. This supports students to identify each role and recognise the Government, Opposition Parties and Independents. It highlights that the Government must have more members on their side, as you form Government by having a majority in the House of Assembly.\nPhotocopy \u0013 HYPERLINK \"http://www.parliament.sa.gov.au/education/teachers/Facilitating%20A%20Parliamentary%20Debate/Documents/6DebateNameTags.pdf\" \\t \"_blank\" \u0014Debate Name Tags\u0015 relevant for the roles in your debate onto coloured card using the template provided. Colour coding is shown as a footnote on each name tag.\nPhotocopy an A3 copy of \u0013 HYPERLINK \"http://www.parliament.sa.gov.au/education/teachers/Facilitating%20A%20Parliamentary%20Debate/Documents/7HouseofAssemblyMap.doc\" \\t \"_blank\" \u0014The House of Assembly Map\u0015 to show how to set up the learning area for the debate.\nPhotocopy the Bill for each participant.\nOrganise selection of roles for the debate including a Facilitator to direct proceedings. You may choose to be the Facilitator or support a student to take on this role.\nOrganise props that are needed for the debate including a bell and mace (eg broom handle).\nDiscuss ways that participants can support their Party Member after they have spoken, using a range of phrases such as ‘Hear, hear!’, ‘Good point!’ or ‘I agree!’\nStudents rehearse scripts before participating in the debate as a whole group.\nNEXT Page\nStudent Parliamentary Debate Program\nYoung people visit Parliament House to engage with the spirit of South Australia's government and experience the reality of the parliamentary decision making process.\nThe annual Parliament House Education Service \"Open House\" is an opportunity for youth from all over the State to learn about the importance of democracy in South Australia. Classes of students come into Parliament House to have a hands-on experience of the democratic process, under the same rules and procedures that our State's politicians use.\nEvery year students have the opportunity to role-play Parliamentarians and Parliamentary Officers in a one hour debate, developing their knowledge about the implications of democracy, the South Australian political system, the parliamentary law-making process, and the need to work collaboratively to allow shared decision making by a group.\nA range of students have attended from metropolitan and rural, private and public, primary and high-schools. Students are prepared for the event by their teachers in the weeks before, learning about the South Australian parliamentary process and brainstorming the arguments for and against the topic to be debated.\nWith students taking the roles of Speaker, Serjeant-at-Arms, Premier and Leader of the Opposition, as well as Ministers and Members of Parliament, classes debated the merits of several bills under parliamentary conditions. Topics for debate included:\nThe Lengthening of the School Day Bill\nCompulsory Issue of Mobile Phones for all School Students Bill\nCompulsory School Uniform on Excursions Bill\nOR WRITE YOUR OWN BILL USING ","cbCaihaKtpE81QpQ","https://ap.wps.com/l/cbCaihaKtpE81QpQ","docx",153471,6,"English","# Choose a debate structure\n## Option 1: Use existing scripted debates\n## Option 2: Write debates from a template\n# Prepare materials and learning setup\n## Print scripts, name tags, and assembly map\n## Assign roles and facilitator\n## Organise props and participation phrases\n# Rehearse and run the debate\n## Conduct the role-play section\n## Enable open comments and discussion\n## Vote and reflect on outcomes\n# Student Parliamentary Debate Program\n## Open House and youth involvement\n## Role-play of parliamentary positions\n# Youth Involvement in Parliament\n# Glossary of terms","[{\"question\":\"How can students choose a structure for a parliamentary style debate?\",\"answer\":\"Students can either use existing debates with scripted roles or write their own debate using a provided debate template in a Word document.\"},{\"question\":\"What preparation steps are recommended for running the debate in class?\",\"answer\":\"Print and photocopy debate scripts onto coloured paper, create coloured role name tags, copy the House of Assembly map for the learning area, and distribute the bill to each participant. Roles are selected with a facilitator to direct proceedings.\"},{\"question\":\"How does the program handle discussion and voting after the scripted role-play?\",\"answer\":\"After the scripted section, students can comment on the bill and raise relevant issues. Each bill is then put to a vote, and students may make a conscience vote rather than following party constraints.\"}]","Preparing for a Parliamentary Style Debate | DOCX"]