Due to the tube strike yesterday, we were unable to make our planned visit to the Houses of Parliament. However, we didn’t let that stop our learning! Instead, we brought Parliament to the classroom and spent the day exploring how it works in practice.
We began by learning about the two Houses: the House of Commons and the House of Lords, and how they work together to make and check laws. We also looked at constituency maps to begin understanding how voting systems work across the UK. This led to lots of thoughtful and insightful questions about political parties, leadership, and the different types of elections, including local elections, general elections, and referendums.
We also linked our learning to British Values, recognising how Parliament reflects principles such as tolerance, democracy, and the rule of law. We discussed how MPs must work together respectfully, even when they disagree. We also had the opportunity to watch part of PMQs, seeing MPs in action and hearing how debates are conducted at a national level.
To bring our learning to life, we set up our own ‘mock’ Parliament. We had a House of Commons, a House of Lords, and even a monarch to give final approval to proposed bills. Our first debate focused on the motion: “School should start at 10am.” The House of Commons raised strong arguments both for and against, including concerns about parents’ working hours and the potential impact on routines and learning time.
After an initial vote against the proposal, the House of Lords reviewed the bill and suggested amendments. They proposed a compromise: a school day starting at 9:15 and finishing at 3:45. Following a confidential ballot in our classroom polling station, the House of Commons agreed. The proposal was then presented to the monarch, who signed it into law. The process helped us understand how checks and balances work in real life.
Although we were disappointed not to visit the Houses of Parliament, we enjoyed a mini trip to the park for lunch, where we played games with our friends, used the parachute, and even brought out Twister. It was a brilliant way to enjoy the day together.
In the afternoon, we held a second debate on the motion: “School uniform should be banned.” This time, we carried out research and used statistics to strengthen our arguments. We split into for and against sides and presented our views clearly and respectfully. Key points included the cost of clothing for families, equality among pupils, comfort, and concerns about individuality.
Once again, our House of Lords reviewed the debate and suggested a compromise: allowing PE days to be non-uniform, with clear expectations that clothing must be appropriate for school and sport. They also suggested avoiding football shirts to help prevent division or exclusion. The Commons debated these amendments before voting in favour, and the monarch once again gave approval. As the debate concluded, the House of Commons became very lively, with calls of “Order!”
Despite the change of plans, we had a fantastic day. We deepened our understanding of Parliament, democracy, and British Values, while also working brilliantly together.
If you could change one law to improve school life, what would it be and how would you make sure it is fair for everyone?
