You Are the European Institutions
In this interactive lesson for 5th and 6th Class, pupils step into the roles of the European Council, European Commission, European Parliament and Council of the EU to experience how decisions are made at European level. Using the example of reducing aircraft noise pollution, pupils follow a proposal from big idea to negotiation and final decision, discovering how cooperation and compromise shape EU laws.
Whatโs the difference between Activities and Instructions?โจ
Activities are the interactive games or exercises your pupils will complete in class.โจ Instructions are the teacher materials that help you prepare: background notes, printable sheets, or instructions.
Learning objectives
This activity helps pupils to:
- Identify the four main EU institutions
- Understand that each institution has a different role
- Explain how EU laws are proposed, discussed and agreed
- Recognise that agreement between institutions is necessary
- Experience compromise and negotiation
- Develop persuasion and listening skills
- Participate in structured democratic discussion
- Respect different viewpoints
Assigning roles: Becoming an EU institution
The classroom is arranged so that each table represents one institution
- European Council โ EU leaders who suggest the big idea
- European Commission โ writes the proposal
- European Parliament โ represents EU citizens
- Council of the EU โ represents the member states
Each group reads a role sheet explaining:
- Who they are
- What they care most about
- How they should approach the proposal
The big idea: Reducing noise pollution
The simulation begins with the European Council introducing a big idea:
The EU should improve noise pollution standards.
This represents leaders suggesting a new direction for the EU
Drafting the proposal
The European Commission writes a concrete proposal:
Aircraft noise levels should be capped at 50 decibels (currently 65)
This shows pupils that the Commission is the only institution that can formally write EU proposals.
Discussion, persuasion and compromise
At the same time:
- The European Parliament considers what is best for EU citizens
- The Council of the EU considers what is best for member states
Different institutions propose changes:
- The Council of the EU suggests 55 decibels
- The European Parliament suggests 45 decibels
Pupils move between tables to explain, negotiate and persuade others.
This stage highlights:
- That proposals can be changed
- That compromise is part of democracy
- That institutions must agree for progress to happen
Decision time
After discussion:
- Pupils return to their tables
- The class listens to whether the proposal is approved or rejected
They discover that a proposal is accepted only if the European Parliament and the Council of the EU agree on the same text
Why this activity works
- Designed specifically for 5th and 6th Class
- Makes complex EU decision-making concrete
- Encourages structured discussion and negotiation
- Develops persuasion and reasoning skills
- Demonstrates how compromise works in democracy
- Reinforces understanding of institutional roles
- Supports SESE, SPHE and citizenship education
