Scope and Sequence Year 11

Course Term 1 Term 2 Term 3 Term 4

Topic: Topic: Topic:
The Legal System: The Legal System: Individual & the law
- Basic Legal Concepts - Law Reform - Contemporary issue
- Sources of Contemporary - Law Reform in Action Law in Practice
Australian Law The Individual & the Law
- Classification of the Law - Your Rights and Syllabus outcomes:
Syllabus outcomes: Responsibilities Syllabus outcomes: STUDENTS START THE HSC
PRELIMINARY
P1,P2, P3, P4, P5, P6, P7, P8, - Resolving disputes P1,P2, P4, P5, P7, P8, P9 COURSE IN THIS TERM.
P9,P10 Syllabus outcomes:
P1,P2, P4, P5, P7, P8, P9

Duration in weeks and Duration in weeks and

Duration in weeks and hours: 40 hours: 40
hours: 40

UNIT OUTLINE
Subject: LEGAL STUDIES Course: STAGE 6 (YEAR 11) Number of Weeks 6
(4hr x week)
Unit title: The Legal System
Key Concepts/ Big Ideas The importance of this learning
- Meaning of law - ATSI Customary laws
- Just laws - International law Being well informed about legal issues, including the rights and responsibilities integral to our
- Nature of Justice - Accusatorial system society, is part of being an active and informed citizen.
- The Rule of Law - Inquisitorial System
- The Common Law - Procedural Fairness
- Statute Law - International Law
- The Constitution - Tyranny/Anarchy
Unit context within Scope and Sequence Syllabus Outcomes
A student:
P1. Identifies and applies legal concepts and terminology;
Introductory topic in legal studies
1
 P2. Describes the key features of Australian and international law;
P4. Discusses the effectiveness of the legal system in addressing issues;
P5. Describes the role of law in encouraging cooperation and resolving conflict, as well as
initiating and responding to change;
P6. Explains the nature of the interrelationship between the legal system and society;
P7. Evaluates the effectiveness of the law in achieving justice;
P9. Communicates legal information using well-structured responses
P10. Accounts for differing perspectives and interpretations of legal information and issues

Literacy Focus Numeracy Focus ICT Focus Differentiation

This Unit Program was developed for a comprehensive
 Legal concept of the  Timeline Exercise  Websearch Lessons 9 , 19 school in western Sydney with student population from
day Lesson 11 (Week 3  Kahoot Quiz Lessons mixed background and a high EALD.
 Reading Power lesson 3) 4,11,14,17,20 The majority of the class has attended Commerce the
point Presentations,  Voting task (lesson 13) previous year. The class has 7 EALD students 3 of which are
Articles from a refugee background and have reached a Developing
 Writing Blog English Stage (ACARA English as an Additional Language or
contributions Dialect: Teacher Resource EAL/D Learning Progression)
 Completing
Scaffolded sheets

Week/ Syllabus Content Teaching and Learning Strategies including Resources

Sequence assessment for learning.
Legal concept of the day
LAW class Blog
using school platform and
BASIC LEGAL CONCEPTS (1) mediated by Teacher - Textbook
1 Week 1
 ACTIVITY - OUTCASTS OUTCASTS Resource #1
Lesson 1
 The meaning of law (Resource #1)
 RECAP
Class discussion on meaning

2
 and importance of the law and
define it

Legal concept of the day

CUSTOM
BASIC LEGAL CONCEPTS (2)  ACTIVITY - Watch Video
Class Debate - Textbook
and examples of Customs Rules - Scaffolded Table for Video
 Customs, rules and the law
2 Week 1 and Laws (P1,P2,P6,P9) Presentation
Lesson 2  RECAP - Youtube Video
List differences between https://www.youtube.com/watch?v=r
law/rules/custom and how to OLJeOHF8G0
distinguish them.

Legal Word of the day

ETHICAL

 ACTIVITY -
 Watch Power Point Presentation
 Complete Scaffolded Exercise
 Divide Class in Groups and assign - Textbook
each group a different ethical question - Brief Power Point Presentation on
(Assisted death vs Right to life, Gay ethics and morals
Week 1 marriage –vs- Right to Religion , - Scaffolded Table to fill whilst
Lesson 3 BASIC LEGAL CONCEPTS (3) Offshore Refugee Detention Centres – watching Power Point Presentation
3 v- Open Migration Policy, Right to
- You Tube Video on Euthanasia
 Values and Ethics Privacy vs Anti-Terrorism Law Powers,
Drug legalisation –vs- Prosecution,) https://www.youtube.com/watch?v=
 Brief Debate and compare positions. cU4ZsXFrd-s
(P1,P7,P9)

 RECAP coexistence of different

values and ethics within a society

Legal Word of the day

Week 1 BASIC LEGAL CONCEPTS (4) JUST
4
Lesson 4  ACTIVITY -  Textbook
 Characteristics of just laws Watch Power Point Presentation  Power Point Presentation

3
 Divide the class in groups. Each  Butcher paper for posters
group prepares a poster on what  Access to internet
elements a law should have
Write elements on butcher's  Kahoot Quiz
paper. Compare posters
(P1, P6,P9)
Kahoot Quiz
 RECAP
List what makes a just law.

Legal Word of the day

EQUALITY
BASIC LEGAL CONCEPTS (5)  ACTIVITY -
 Watch Youtube Video- w/
 Nature of Justice (1) scaffolded sheet
 Review & Discuss results - Textbook
o Equality - Scaffolded Table to fill whilst watching
 Question:Where and when did
Governments promote Presentation
5 Week 2 Equality?and why? (Historical - Ted Talk on What is Justice
Lesson 1 Examples) Individual responses/ https://www.youtube.com/watch?v=
Compare UfLL33Lss1c
(P1, P4, P5, P7, P9)
 RECAP
 Why is equality important and
what legal tool should be used to
protect it?

Legal Concept of the day

PROCEDURAL FAIRNESS
 ACTIVITY -
 Watch Youtube Video- w/ - Textbook
BASIC LEGAL CONCEPTS (6) scaffolded sheet - Scaffolded Table forVideo
6 Week 2  Review & Compare results
- You tube Video
Lesson 2  Nature of Justice (2)  Question:What are the legal
instruments to promote fairness in a https://www.youtube.com/watch?v=
o Fairness
soc iety? H0CTHVCkm90
(P1, P4, P5, P7, P9)
 RECAP

4
 Legal Concept of the day
ACCESS TO THE LAW
 ACTIVITY -
- Watch Youtube Video- w/
- Textbook
scaffolded sheet
- Review & Peer marking results - Power Point Presentation
Week 2 BASIC LEGAL CONCEPTS (7)
- Question:What does the - Scaffolded Table for Power Point
7 Lesson 3
Australian Government do to Presentation
 Nature of Justice (3) promote Access? Legal Aid – - You Tube Video
o Access Funding of Free advice Legal https://www.youtube.com/watch?v=
Centres- Is it enough? What else
P63p8lBFsr8
could be done?
 RECAP
(P1, P4, P5, P7, P9)
Legal concept of the day
BASIC LEGAL CONCEPTS (8) RULE OF LAW

 The rule of law ACTIVITY - Watch Power

Week 2 Point Presentation
Lesson 4  Write Key points & Definitions on  Textbook
8 Scaffolded Sheets using
sentence starters Compare  Power Point Presentation on the Rule
responses (Think –Pair-Share). of Law.
(P1, P2, P4, P5, P6, P7,  Scaffolded table.
P9)
 RECAP

Legal Word of the day

ANARCHY
BASIC LEGAL CONCEPTS (9)
Week 3 
 ACTIVITY - Textbook
Lesson 1 
9  Anarchy & Tyranny 1 2 Lesson Activity Part A Use of Computer lab/Library Laptops
o Watch Power Point Presentation  Access to internet.
on Tyranny & Anarchy
 Printed guided search (websites to
o Divide class in groups
Each group elects whether to visits – search criteria etc)
have Tyranny or Anarchy  Scaffolded table for students to fill
5
 o Each group attends to elements of Tyranny/Anarchy (Pros &
Websearch on the system Cons)
chosen.
 Kahoot Quiz
o Kahoot Quiz
(P1, P4, P5, P7, P9)
 RECAP

. Legal Word of the day

BASIC LEGAL CONCEPTS (10) TYRANNY

 Anarchy & Tyranny 2  ACTIVITY -

2 Lesson Activity Part B

o Each group gives a

Week 3 presentation to the on why
10  Textbook
Lesson 2 their system should work
o Class Debate  Rearrange room for groups to finalise
o Mindmap of elements of their search and present their case
tyranny and anarchy (Class
Poster(P1, P4, P5, P7, P9)

 RECAP

Legal Word of the day

SOURCES OF CONTEMPORARY PRECEDENT
AUSTRALIAN LAW (1)  ACTIVITY -
 Textbook
Watch Video
Complete Scaffolded exercise  You Tube video: The Strange Case of
COMMON LAW
on evolution of Common Law - the law (BBC)
Week 3  British Origins:
11 Prepare a Timeline on different https://www.youtube.com/watch?v=I
Lesson 3 o Development of Common stages of the development of Po6e4GT-co
Law; Common Law
 Scaffolded exercise
o Equity, Precedent Kahoot Quiz
 Access to the internet
(P1, P2, P3, P5, P7, P9)
 Kahoot Quiz
 RECAP

12 Legal Word of the day

6
 SOURCES OF CONTEMPORARY MAGISTRATE
Week 3 AUSTRALIAN LAW (2)  ACTIVITY -  Textbook
Lesson 4 Brief interactive navigation of a  Interactive Courtroom navigation
COMMON LAW courtroom  https://www.youandco.org.uk/courtr
Roleplay Divide the class in groups
 Court Hierarchy: oom/
(4x Courts and 4 x
o Jurisdiction of State and Citizens/Parties). Students
Federal Courts navigate Court system  https://www.nationaltrust.org.au/edu
(P1, P4, P5, P7, P9) cationprograms/3d-interactive-court-
 RECAP room/
Collectively prepare a Mindmap of  online and roleplay in the class
Court system  Parties receive set of Summons and
Appeals
 Courts receive decision Cards
Legal Word of the day
SOURCES OF CONTEMPORARY STATUTORY
AUSTRALIAN LAW (3)  ACTIVITY -
Watch Power Point Presentation.
STATUTE LAW Roleplay the class is the Senate  Brief Power Point Presentation on
Week 4 and a group tries to introduce a Parliament and legislative process
 Role and Structure of the bill . Voting – Recount and
Lesson 1 AND Introducing ROLE PLAY
Parliament; introduction of law.
13  3 x Info Sheet (in
 Legislative Process; (P1,P2, P4, P5, P6, P7, P9) support/Against/undecided)
 Delegated Legislation  RECAP

Legal Concept of the day

SOURCES OF CONTEMPORARY SEPARATION OF POWERS
AUSTRALIAN LAW (4)
THE CONSTITUTION  ACTIVITY - Watch Power
Point Presentation. Write Key 
 Division of Powers; Textbook
points & Definitions on
 Separation of Powers;  Brief Power Point Presentation on
14 Week 4 Scaffolded Sheets
 Role of the High Court.  Compare International Law
Lesson 2
 Kahoot Quiz  Scaffolded answers
(P1,P2, P5, P6, P9)  Kahoot

 RECAP

7
 Legal Word of the day
SOURCES OF CONTEMPORARY TERRA NULLIUS
AUSTRALIAN LAW (5)  ACTIVITY -
Watch Power Point Presentation  Textbook
ABORIGINAL AND TORRES Read Article  Article on Customary Law and Recent
Write key terms on butcher's paper.
15 Week 4 STRAIT ISLAND PEOPLES’ Debate. Caselaw
Lesson 3 CUSTOMARY LAW (P1,P2, P5, P6, P9, P10) https://www.ruleoflaw.org.au/the-
 Diverse nature of customary  RECAP
rule-of-law-and-customary-law/
laws;  Scaffolded quiz and Questions
 Spiritual basis;
 Family and kinship.
Legal Word of the day
SOURCES OF CONTEMPORARY ISSUE
AUSTRALIAN LAW (6)
 ACTIVITY -
ABORIGINAL AND TORRES Invite Elder from the Community to
STRAIT ISLAND PEOPLES’ give a speech to the class about  Textbook
16 Week 4 CUSTOMARY LAW the importance of their customary
law.  Organise in advance with guest from
Lesson 4
 Ritual and oral Traditions; (P1,P2, P5, P6, P9, P10) the local ATS elders group within the
 Mediation and sanctions; community eg Darug Research and
 Relevance to contemporary  RECAP Information Centre 02 9622 4081
Australian law.

Legal Word of the day

SOURCES OF CONTEMPORARY SOVEREIGNITY
AUSTRALIAN LAW (7)
 ACTIVITY -  Textbook
INTERNATIONAL LAW Watch Power Point Presentation.  Brief Power Point Presentation on
17 Week 5 Write Key points & Definitions on International Law
Scaffolded Sheets Compare
Lesson 1  Differences between domestic Results (Peer Marking)
 Scaffolded quiz
and international law; Kahoot  Access to the internet
 State sovereignty; (P1,P2, P3,P8, P9, P10)  Kahoot Quiz

 RECAP

8
 SOURCES OF CONTEMPORARY Legal CONCEPT of the day
AUSTRALIAN LAW (8) INTERNATIONAL TREATY
 Textbook
INTERNATIONAL LAW  ACTIVITY -  Brief Power Point Presentation on
Watch Power Point Presentation.
International Law
 Sources, including: Write Key points & Definitions on
Scaffolded Sheets Groupwork –  Scaffolded quiz
18 Week 5 o International customary distribute cards with different  Universal Declaration Human Rights
Lesson 2 law; sections of the Human rights Flash cards (Quizlet)
o Instruments declaration. Each student must https://quizlet.com/2607226/univers
(declarations and read their section and Class al-declaration-of-human-rights-flash-
treaties); scores points on each section.
cards/
o Legal decisions and (P1,P2, P3,P8, P9, P10)
writings;
 RECAP

.Legal Word of the day

SOURCES OF CONTEMPORARY Signatory
AUSTRALIAN LAW (9)  ACTIVITY -
INTERNATIONAL LAW Groupwork (3 students) Websearch
 Role of: on one of the following subjects
o The United Nations; - the International Court of Justice
 Textbook
o Courts and tribunals; - Food and Agricultural Organisation
 Use of Computer lab/Library Laptops
o Intergovernmental - The World Bank;
 Access to internet.
organisations; - UN Security Council
19 Week 5 Each Group prepares an Organisation  Printed guided search (websites to
Lesson 3  Relevance to contemporary visits – search criteria etc)
Profile sheet.
Australian law. Scaffolded table for students to fill
Class Reviews Profile sheet and discuss
differences amongst organisations elements of UN/International Court of
Justice and Food and Agricultural
Organisation etc
(P1,P2, P3,P8, P9, P10)

 RECAP

20 Week 5 CLASSIFICATION OF THE LAW (1) Legal Word of the day  Textbook
9
 Lesson 4 INDICTMENT  Brief Power Point Presentation on
PUBLIC LAW  ACTIVITY - International Law
Read Textbook - Go through brief  Scaffolded Sheet
 Criminal law; Power Point Presentation.  access to internet
Write Key points & Definitions on
 Administrative law; Scaffolded Sheets Compare
 Kahoot Quiz
 Constitutional law. Answers (think, pair, share)
(P1, P3, P4, P8, P9, P10)
Kahoot Quiz

 RECAP

CLASSIFICATION OF THE LAW (2) . Legal Word of the day

NEGLIGENCE
PRIVATE LAW
 ACTIVITY -
 Contract law; Watch Power Point Presentation.  Textbook
 Tort law; Write Key points & Definitions on  Brief Power Point Presentation on
Week 6 Scaffolded Sheets Students to
 Property law. different areas of Private Law
21 Lesson 1 nominate the best answers and
 Scaffolded Sheet
prepare a poster containing the
best definitions/ quotes (like  Butcher Paper for Poster
wordcloud)
(P1, P3, P4, P8, P9, P10)

 RECAP

CLASSIFICATION OF THE LAW (4) Legal Word of the day

.
BAIL
 Criminal and civil court  ACTIVITY -
Week 6 procedures including legal Preparatory lesson to the
personnel. Excursion to Parramatta local
22 Lesson 2  Textbook
Court
(P1, P3, P4, P8, P9, P10)  Resource #3

 RECAP

10
 CLASSIFICATION OF THE LAW (5) Legal Word of the day
SENTENCING
 Criminal and civil court .
procedures including legal  ACTIVITY -
Week 6 personnel. Excursion to Parramatta local
Court/ District Court/Family
23 Lesson 3 Court
(P1, P3, P4, P8, P9, P10)  Resource #3

 RECAP

CLASSIFICATION OF THE LAW (5) . Legal Word of the day

ACCUSATORIAL
 Common and civil law
systems.  ACTIVITY - Debrief/ Class
Discussion Excursion to
Parramatta Court.
Week 6  Watch Power Point Presentation.  Resource #3
24 Lesson 4  Write Key points & Definitions on  Textbook
Scaffolded Sheets  Power Point Presentation
 Compare Answers & Peer  Scaffolded Answers
Marking
(P1, P3, P4, P8, P9, P10)

 RECAP

Assessment Details Outcomes

Informal Assessment:
Informal Assessments will be carried out throughout the
unit using class discussions, scaffolded exercises, Kahoot P1. Identifies and applies legal concepts and terminology;
quizzes, role-plays, questioning during the lesson and 5
P2 Describes the key features of Australian and international law
minute recap.
Formal Assessment (Due Week 5) P3 Describes the operation of domestic and international legal systems
Task: Find a government based on tyranny and describe P4. Discusses the effectiveness of the legal system in addressing issues;
what legal changes it needs to become a Government P5 Describes the role of law in encouraging cooperation and resolving conflict, as well as

11
 based on the rule of law. (600 words) initiating and responding to change
- Use appropriate language to convey the legal issues P6. Explains the nature of the interrelationship between the legal system and society;
involved. P7. Evaluates the effectiveness of the law in achieving justice;
- Structure your essay using the following structure:
P8. Locates, selects and organises legal information from a variety of sources including
o Introduction
legislation, cases, media, international instruments and documents
 Introduce the reader to the general topic
 Identify the focus or purpose of the essay P9. Communicates legal information using well-structured responses
 Outline the points to be covered (scope). P10. Accounts for differing perspectives and interpretations of legal information and
o Body issues
 The first sentence of each paragraph introduces the
paragraph and should inform the reader of the point
you are making (Topic Sentence).
 Develop your essay in a series of paragraphs with
each paragraph logically flowing to the next.
o Conclusion
 summarise what you've said in your essay and
 reaffirm your thesis

Evaluation of the Learning and Teaching

Outcomes to be assessed: P1, P4,P5, P6, P7, P8 and P9.

12
 RESOURCES
1. ROLEPLAY – Outcasts (Lesson 1)
2. BLOG (Weekly entry for Students to debate)
3. EXCURSION – Activities to do before during and after the excursion

13
RESOURCE #1

Activity [ROLEPLAY]

OUTCASTS

a. Divide the class in groups of no more than 6 students each.

b. Provide each group with the following written scenario

ACTIVITY – OUTCASTS [10 minutes]

THE FACTS

1. You all were on a cruise.

2. Your ship has sunk.
3. You are all stranded on a desert island and all you have is the clothes you are wearing.
4. MOBILE PHONES do not work on the island.
5. On the island there is a hut with 3 single beds.
6. There is 1 toilet and 1 shower.
7. Fresh water is available but the well is 6 Kilometers from the hut and there is only a 10 litre tank.
8. There are fish nets in the hut. In order to get any fish the nets must be laid in the water at dawn and retrieved at dusk.
9. All the fruit trees are 3 kilometers away and one person can carry 3 fruits at a time.

YOU MUST write down a set of 10 rules to survive on the island

- Use the marker pen and the butcher paper to write your 10 rules

- You have 10 minutes to complete your set of rules.

c. Compare Different sets of rules from different groups.

d. Questions:
Each student must use a complete sentence to answer the questions.

14
 QUESTIONS
(USE COMPLETE SENTENCES)
TIME ALLOWED [15 minutes]

1. What were the facts in the activity?

2. Which rule was the most important for you?

3. How did you decide which laws were important?

4. What was the basis for the laws they devised? (Morals, values, etc)

,
5. Are they influenced by culture/religion?

6. How will laws be enforced?

7. To what extent are they based on fairness and equality?

8. What would happen if there were no laws?

15
RESOURCE #2

PRELIMINARY LEGAL STUDIES BLOG

https://practicum2.tumblr.com/
YOU MUST PARTICIPATE IN NO LESS THAN 3 DISCUSSIONS PER TERM
You can access the Blog from your mobile phone in 2 ways
1. Download the TUMBLER App on your phone. a. Go to https://practicum2.tumblr.com/
2. Install the App b. Register yourself
3. Search “Practicum2” c. Join the Blog

RULES to participate in the Legal Studies Blog

1. Use appropriate language and respect all participants and bloggers.
2. You can agree (or disagree) with others opinions in the discussion. Your opinion is what
counts.
3. USE COMPLETE SENTENCES

16
RESOURCE#3

1. EXCURSION (Your day in the Parramatta Courts) -

a. Day 1 PREP (Introductory Power Point)
i. Divide Class in Groups of no more than 5 Students.
ii. Teacher assigns roles outside and inside Court
FLASHCARDS FOR MEMBERS GROUPS

COURTROOM MANAGER
GROUP CAPTAIN
COURT REPORTER - Makes sure every member of the group
- Assists each member of the group
- Writes down what the case is about. has turned their MOBILE PHONES off.
completing their respective tasks.
- Identifies the area of the law - Records the time entering and exiting
- Lists the legal issues involved. the Courtroom

JUNIOR PROSECUTOR/PLAINTIFF COUNSEL JUNIOR DEFENCE COUNSEL

- Writes down what the Prosecution or - Writes down what the Defence Counsel
Plaintiff is trying to prove and how. is trying to prove and how.
-

17
 iii. Distribute printed Itinerary and Timelines for the day

DO NOT FORGET TO BRING

1. This itinerary 2. Pen and exercise book

2. Money for food & drinks/ packed lunch & water 3. Sunscreen
_______________________________________________________________________________________

8:00am Meeting outside school gate (Main Entrance on Smith Street)

8:20am Getting on train at the [XXXXXXX] Train Station (Smith Street side)

8:55am Arrival at Parramatta Train Station

9:25am Arrival
iv. Courtroom at Parramatta
Etiquette Local
(Dos and Court– Metal detectors and mobile phones)
Don’ts
9:30am Bail Application Hearings (Level 1- Courtroom 1-3)

9:55am Traffic Offences List (Level 2 – Courtroom 4-6)

10:05am Regrouping at Ground Floor- De-Briefing - Morning Break

10:30am Arrival at Parramatta District Court

10:35am Daily Mentions Listings (Level 4 – Courtroom 1)

11:00am Criminal Hearing (Level 5 Courtroom 3-4)

11:30am Re-Group – De Briefing

12:30pm Lunch Break

13:30pm Regrouping – Go to Parramatta Train Station

!4:15pm Arrival back at the school

18
 b. Day 2 working sheets for the group (each cell is a page)

COURT REPORTER GROUP CAPTAIN COURTROOM MANAGER

Court [District/Local]
Court [District/Local] Court [District/Local] Court Room (.........)
Court Room (.........) Court Room (.........) Time in (___ : ___)
Time in (___ : ___) Time out (___ : ___)
What is the case about? Time out (___ : ___)
________________________________________
1. Check Mobile phones are turned off □
________________________________________ 2. Remind everyone to bow as they

________________________________________
OBSERVATIONS enter the Court room □
3. Make sure the group sits together □
_______________________________________ 4. Find seats that allow the group to leave the
court room without disturbing
What is happening? the hearing □
_______________________________________ 5. Make sure the group does not disturb the
hearing.
________________________________________
OBSERVATIONS

19
 JR PROSECUTOR
JR DEFENCE COUNSEL Court [District/Local]
Court Room (.........)
Court [District/Local]
Court Room (.........)
What argument for the Prosecution?
What argument for the Defence? ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
_______________________________________
What is happening?
What is happening? _______________________________________
_______________________________________
________________________________________
________________________________________

20
SCAFFOLD & EXERCISE

QUESTIONNAIRE
USE COMPLETE SENTENCES

PARRAMATTA LOCAL COURT

1. What were the bail hearings about?

2. Who decides the outcome of a bail application?

a. The Judge □
b. The Registrar □
c. The Magistrate □
d. Bailiff □
3. What are the consequences of bail not being granted?

4. What reasons would you use in a bail application?

5. If you were the prosecution how would you argue against bail being granted?

21
 QUESTIONNAIRE
USE COMPLETE SENTENCES

PARRAMATTA LOCAL COURT [TRAFFIC OFFENCES]

6. What were the cases hearings about?

7. Who decides the outcome of a traffic offence application?

a. The Judge □
b. The Registrar □
c. The Magistrate □
d. Bailiff □
8. What evidence was presented in support of the applications?

9. What points would you argue against a speeding fine?

10. If you were the person who has to decide over a traffic offence what would you consider relevant for your decision?

22
 QUESTIONNAIRE
USE COMPLETE SENTENCES

DISTRICT COURT OF NEW SOUTH WALES

11. What were the hearings about?

12. Who decides the outcome of the District Court hearing?

a. The Judge □
b. The Registrar □
c. The Magistrate □
d. Bailiff □
13. What are the consequences of a conviction?

14. What was the barrister for the accused trying to prove?

15. In your opinion what should be taken into consideration to reach a decision in a case like the one you just saw?

23
c. Day 3 De-Brief (difference between Courts )

DEBRIEFING
EXCURSION TO THE PARRAMATTA LOCAL COURT AND TO THE DISTRICT COURT OF NEW SOUTH WALES
USE COMPLETE SENTENCES

1. What did you enjoy the most in the excursion?

2. What hearing did you find the most interesting?

a. Bail Applications □
b. Traffic offences □
c. District Court Mention List □
d. District Court Criminal trial □
Why?

3. Nominate 3 differences you spotted in the different courts?

4. Imagine you received 3 job offers respectively to be employed by DPP as a Prosecutor, hired by the local Chambers Defence Counsel or
appointed as a Judge. Which job would you take and why (YOU MUST CHOOSE ONE)?

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 DISCUSSION

Teaching is not just a matter of doing, it is about the doing informing the practice and how that doing is
captured, reflected on, deconstructed and reconstructed in a genuine effort to learn from experience.
(Loughran, 2014)

This Assignment contains a unit of work for Legal Studies Stage 6 (year 11) covering the first 6 weeks of the first term (24 Lessons) together
with three resources to be used at different stages throughout the program..

1. THE CONTEXT
The Stage 6 2009 Legal Studies Syllabus identifies the skills relevant for this syllabus to be restricted to investigating, analysing and
communicating relevant legal information and issues (BoSTES Stage 6 Legal Studies Syllabus, p. 7). The objective stage 6 legal studies is also
for the student to develop a set of knowledge and understanding of legal systems, institutions, processes and relationships (ibid p.7).
Furthermore, the Stage 6 Legal Studies preliminary course (as all year 11 courses) must be completed by the end of the third term, generating
a heavy cognitive load throughout the said 3 terms. In order to get through the substantial amount of material that must be covered within 3
terms, I have alternated teacher-centered and student-centered strategies and in so doing guarantee the progressing of the lessons in line with
the tight schedule.
1.1 Backward mapping
In order to compact the program into 3 semesters I have used the backward mapping strategy (McTighe J & Wiggins G 2005) moving from
unpacking the content knowledge imposed by the syllabus and focusing on the main ideas (Legal Word of the Day). After assessing the
sources available, plan the students’ learning experiences through activities leading to the desired outcomes.

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 1.2 Compliance with Professional Teaching Standards (PTS)
The 6 weeks contained in the program show knowledge of the content (PTS 1.1.1) as well as of the pedagogies associated with delivering the
content (PTS 1.1.2) in compliance with the curriculum requirements (PTS 1.1.3). The compliance with the remaining Professional Teaching
Standards is associated with the relevant sections of this discussion.

2. GENERAL CAPABILITIES (F-10 Australian Curriculum)

2.1 Literacy (PTS 2.1.6)
Every lesson in this unit provides students with the opportunity to train their ability to comprehend texts through listening, reading and viewing.
The teacher uses multiple delivery modes including:
- Power Point Presentation (3,4,8,9,13,14,18,20,22)
- Textbook, (1-24)
- On line articles (15)
- Word cloud (21)
- Role plays (1, 12)
- Web searches (14 and 19)
- Virtual tours (13)
- Guest Speaker (16)
- BBC ,You tube educational videos and Ted Talks (3,5,6,7,11)
The program requires students to compose texts through speaking (debates, questioning time, role plays, class presentations) writing
(scaffolded mini- essays) and creating (posters, mind maps). (PTS 3.1.4)
2.2 Numeracy
Due to the text based nature of legal studies the use of numeracy is limited and mostly of marginal importance to both skills and knowledge
outcomes dictated by the syllabus and in the subjects covered in the program. A focus on numeracy skills can be found in lesson 11 where
students create a timeline reflecting the historical development of the British Common Law and in lesson 13 where students study the
Australian Parliamentary voting system and conduct an activity which involves the voting and counting exercise.

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 2.3 ICT (PTS 1.1.4)
The program contained in this assignment contains activities which require students to:
- Investigate using ICT (web search 14 and Virtual Tour 13).
- Communicating through ICT Kahoot Quiz (4,9,11,14,17 and 20)
- Creating through ICT (Blog)
The limited use of the ICT investigation has been reduced to 2 lessons as it will depend on the availability of a computer lab as opposed to
communicating and creating which can occur through mobile phone devices.
2.4 Critical and Creative Thinking
The program is structured to promote a process of learning by inquiry which is only limited by the time restrictions of completing a fiull year
program in three semesters. It is in the nature of the subject to promote students analysing, synthesising and evaluating the reasoning
and procedures used to find solutions, evaluate and justify results or inform courses of action. The program encourages these
processes in each lesson. Each lesson allows students to have time to consolidate and have a reflection (Recap).
2.5 Personal and Social Capability
The role plays, group works and debate activities contained in the program aim at developing students’ social awareness, self-awareness and
self management. This occurs as students take part in positive, safe and respectful relationships, defining and accepting individual and group
roles and responsibilities. (PTS 2.1.2)
2.6 Intercultural Understanding
Lessons 15 and 16 promote a student reflection on intercultural experience and taking responsibility. This is done through inviting a guest
speaker from the elder from local ATS elders group and on subsequent class discussion. Debates and class discussion will contain
perspectives from different cultural backgrounds brought by the EALD students as well as from students from a non-English speaking
background.(PTS 2.1.6)
3. DIFFERENTIATION (teaching strategies applied throughout the program)
3.1 Focus on students’output
The main focus of the Syllabus outcomes is on the outputs (production of essays/works/presentations) Accordingly, teaching should be aimed
at providing students with skills to demonstrate their knowledge and understanding.

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 3.2 Different modes of delivery
In order to reach all students in the classroom I have employed different modes of delivery including online magazines (lesson 15), videos
(Lessons 3,5 and 6), textbook (Lesson 1-24), Power Point Presentations Lessons (3,4,8,9,13,14,18,20,22), having guest speakers (Lesson 16).
This will provide a wide spectrum of different stimuli (PTS 2.1.4) Given the EALD presence in the class, the structure of each lesson contains
constant opportunities to deconstruct language by teaching subject specific vocabulary (legal word of the day), rebrush grammar (scaffolded
exercise) and text structure (Power Point Presentations, Blogs, Kahoot Quiz).(PTS 2.1.1)
3.3 “Academically-safe” environment
Each lesson contains a workshop followed by a scaffolded exercise focusing on how to put ideas into English. The idea the Legal Word of the
Day activity also aims at demystifying the common perception that students must get it right the first time (Wray Lewis 1997). In this sense The
class should be a safe place with respect to making attempts and getting it wrong (Wray Lewis 1997). (PTS 2.1.5).
3.4 Reading to learn cycle applied (PTS 2.1.3).
Most lessons are structured following a reading to learn cycle (Rose Martin J 2012) where the initial discussion is aimed at preparing students
to read. This stage is followed by a stage of joint construction (in the scaffolded exercise) and later of individual construction (Blog and Essay)
which allows students to be engaged in accordance with their different approach to learning.
3.5 Multiple scaffolding
Most activities contain both built-in scaffolding as well as opportunity for the teachers to have one-on one Contingent Scaffolding. Power Point
Presentations, Role-plays and debates break down the learning process whilst unpacking the knowledge in small chunks whilst the introductory
activity “Legal Word of the Day” pre-empties difficult legal vocabulary (Rooney, P.K. 2013).(PTS 3.1.3)
3.6 Negotiating Control
Lessons are also structured so that the control is first fully held by the teacher and gradually released to students through group work and
activities. Differentiation is present in the program through the use of reciprocal teaching (peer marking – think, pair share). Constant use of
discussions and debates also aims at tapping on prior knowledge as well as searching for existing schemas and reaching the students’
respective zones of proximal development (Vigotsky 1963 and Bruner 1990) (PTS 3.1.1).

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 3.7 Blooms Taxonomy
Each lesson and each scaffold (Resource #1 and #3) clearly show a matrix/pattern based on increasing high order thinking, This is done by
using writing frames skeletal outliners used to scaffold and prompt students to move from a memorising factual knowledge to generating
abstract concepts. (PTS 3.1.5)

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