In this clip, high school students are on a school excursion to Parliament House in Canberra. They are tasked with role-playing a debate in parliament about a waterways protection bill. Those in favour of the bill appeal to the ‘right thing to do’. Those against the bill appeal to self-interest. Cat decides to upend parliament and promises chocolates to anyone who votes to support the bill.  

Reflect

Reflecting on the clip from The PM’s Daughter, students answer the following discussion questions: 

• What were the students debating in their mock parliament? 
• What arguments did students in favour of the waterways protection bill use? 
• What arguments did students against the bill use? 
• What strategy did Cat use to try to win votes? 
• How did Cat’s promise of chocolates affect the fairness of the debate and vote? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever been asked to make a decision between what was “right” and what was “easy” or “fun”? What did you do? 
• Why do you think people are sometimes persuaded by rewards rather than by good arguments? 
• Have you ever seen or heard of an election or vote where unrealistic promises were made? How did people respond? 
• What do you think is more important in a leader: doing the right thing, or being popular? Why? 
• How would you have voted in this mock parliament and why? 

Explore

In small groups, compare Cat’s chocolate promise to real-world politics: 

• Can you think of examples where leaders made promises that appealed to self-interest rather than the common good? 
• What’s the difference between a fair election promise and an unfair “bribe”? 
• Why are parliamentary debates and votes supposed to focus on evidence, fairness, and the best interests of the community? 
• Make a class T-chart: “Responsible Leadership Tactics” vs “Unfair or Corrupt Tactics.” 

Create

Watch

In these clips, the PM is trying to pass a bill about the environment in parliament. She is forced to compromise with scandal-ridden members of parliament. Meanwhile, Cat is investigating some environmental activists and is forced to consider whether she wants 'easy street cred' or to actually contribute to real change.  

Reflect

Reflecting on the clip from The PM’s Daughter, students answer the following discussion questions: 

• What challenges did the Prime Minister face when trying to pass the environmental bill? 
• Why was she forced to compromise, and what does that show us about how parliament works? 
• What kinds of activism did Cat see in the environmental group she investigated? 
• Why was Cat conflicted about joining in? 
• What does this story suggest about the difference between “making noise” and “making change”? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever joined or supported a protest, petition, or campaign? What motivated you? 
• Do you think compromise is a strength or a weakness in decision-making? Why? 
• Have you ever chosen between doing something easy for quick recognition and doing something harder that had a bigger impact? 
• How do you feel when people take action just to look good, rather than to solve a problem? 
• What kind of activism do you think creates the most meaningful change?

In small groups: 

• Compare different kinds of protest (marches, petitions, online campaigns, lobbying, direct action). 
• What are the strengths and weaknesses of each? 
• Look at real examples of environmental activism in Australia (for example, School Strike 4 Climate, Stop Adani campaign). 
• Discuss: How is activism different from what politicians do inside parliament? How do they connect? 

Create

Watch

First Day follows Hannah, a transgender girl, as she navigates the challenges of starting high school, finding her place, and standing up for inclusion and respect. The series opens with Hannah preparing for her first day of high school, meeting with the new school principal and discussing arrangements at the school. She also returns to her old primary school, where she faces bullying from other students.  

Reflection

Reflecting on the clip from First Day, students answer the following discussion questions: 

• What challenges was Hannah facing as she started high school? 
• What did she and the principal talk about when she first arrived? 
• How did Hannah feel when she went back to her old primary school? 
• What examples of respect or disrespect did you notice in these scenes? 
• What do these moments show us about the importance of rules and support in a new school? 

In a circle time discussion, ask students to share their own experiences: 

• How did you feel on your first day at a new school, class, or activity? 
• What rules or routines helped you feel safe and supported? 
• Have you ever seen someone treated unfairly because they were “different”? How did people respond? 
• Why do you think principals and teachers set rules for everyone at the start of a school year? 
• What makes a school feel welcoming for new students? 

Explore

In small groups, investigate how rights are protected in Australia, with a focus on transgender and gender-diverse people. 

• Research: What protections currently exist under federal and state anti-discrimination laws? 
• How have parliament and the courts (including the High Court) played a role in shaping these rights? 
• What are some key cases or reforms (for example, Re Kevin [2001], changes to the Sex Discrimination Act in 2013)? 

Create

Work in teams to produce a Research Briefing for Parliament on transgender rights in Australia. 

1. Identify one challenge faced by transgender young people (for example, bullying in schools, access to healthcare, identity documents). 
2. Research what parliament has done (or could do) to address this challenge. 
3. Investigate whether the High Court has played a role in protecting these rights. 
4. Summarise your findings in a 1-page briefing note or short presentation that outlines: 

• • The issue 
  • Existing protections (laws, cases) 
  • Recommendations for action 
  • Share with the class in a mock committee hearing.