1.

Cover Page

CONTEMPORARY TEACHER LEADERSHIP

ASSIGNMENT 1
- REPORT –
ABSTRACT
This Report contains a series of suggestions aimed at improving a Stage 6, Year 11
Legal Studies Unit Program taught in Mitchell High School in all 3 comprehensive
classes in 2018. The recommendations contained in this Report attempt to use the
Understanding by Design framework to enhance the literacy, numeracy and ICT
learning aspects of the Unit as STUDENT:
well as providing19025647
a more differentiated spectrum of
activities to cater to the diverse skills within the student population. It is submtted that
the said suggested changes will also improve the students’ personal and critical
capabilities by shifting to a more student centred teaching method.

2. Table of Contents

1
 1. Cover Page 1

2. Table of Contents 2

3. Executive Summary 3

3.1 Objective 3

3.2 Context 3

3.3 Goals 4

3.4 List of Recommendations 4

4. Background information 4

5. Comparative Table of Unit Alterations 5

6. Recommendations 6

7. Reconstructed Unit 11

7.1 Scope & Sequence 11

7.2 Concept Map 11

7.3 Assessment Task & marking Criteria 12

7.4 Redesigned Unit Outline 12

8. References 19

9. Appendices of original documents 21

9.1 Original Unit Outline 21

3. Executive Summary

2
 3.1 Objective & Context
This report provides an evaluation of a Stage 6 (Preliminary) Legal Studies core unit taught in early
2018 at Mitchell High School.

3.2 Context
Mitchell High School is a large public comprehensive secondary school located in the Western
Suburbs of Sydney at Blacktown. The student population of the school is formed of students coming
from 47 different language backgrounds 52% of which is a non English speaking background
(hereinafter referred as LOBTE). Approximately 10% of students have a refugee background.

The balance between male

and female students within
the school is of with 52%
male to 48% female split.
This unit was taught in three
(3) year 10 classes across
the faculty most of these
classes were formed of
students from a LBOTE with
a low socioeconomic
background.

Reference: Statistics and tables above are retrieved from the MySchool Website. Retrieved from:
https://myschool.edu.au/school/41833/profile/2017

3.3 Goals
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- Use pedagogical strategies to promote both literacy and numeracy as a substantial part of the
unit.
- Include ICT as a consistent resource to support learning in the classroom.
- Differentiate the teachers’ modes of delivery to create opportunities to encourage students to
demonstrate their learning in accordance with their respective needs and capabilities.
- Implement activities that promote participation for students from diverse linguistic, cultural and
socioeconomic background by including tasks that require a spectrum of knowledge and values
that is not restricted to the dominant culture.
- Cater students’ self-awareness, social awareness and self-management through collaborative
tasks.

3.4 List of Recommendations

- Reduce the time allocated from reading from the textbook in the class and invest it in activities
that promote creative skills (Poster-Making, Classroom Displays, Consequence Charts)
- Use visual cues (Block Trees – Graphs – Flow Diagrams - Photos – Cartoons);
- Engage students’ creative and analytical capabilities through investigative tasks and activities
(Internet Court/Parliamentary-Safaris)
- Use Newspaper Articles to provide a variety of (often contrasting) viewpoints.
- Include a reminder of school policies (No Mobile Phones – Remove Hats & Caps – Respect in
the classroom) at the beginning of each lesson.
- Program a routine 10-15 minutes slot at the end of each lesson to consistently review new and
old concepts and consolidate the learning.

4. Background Information

It should be noted that no Scope & Sequence was provided to the pre-service teacher and that the
Unit Program provided was mostly an elaborated version of the BOSTES 2009 Legal Studies
Syllabus for the Unit in question. Furthermore, Pre-service teachers on PRAC in the faculty are not
offered the opportunity to have any part with respect to students’ assessments.

It should also be taken into consideration that whilst most students do not own laptops, the school
has 7 computer labs, a computer space (30 PCs) in the library and each faculty has approx 40
laptops available subject to booking.

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 5. Comparative Table of Unit Alterations

Area of Strengths of the area Concerns of the area of Suggested Changes to Research support for
consideration of consideration consideration counteract concerns the changes
suggested.

The Original Unit The extent of reading Reduce the amount of See (Callingham, J.
Literacy contains tasks and whilst in class and at time dedicated to reading 2017) with respect
activities (eg. home is such that the and include activities that to importance of
reading – writing) students ability to prompt students to engaging and diverse
with a high literacy maintain express legal concepts in learning experience
content. concentration might a wide spectrum of ways to foster literacy
be significantly (including: Role-plays, capabilities. The
compromised. oral Presentations, Mock importance of
Trials, Poster Making, unpacking language
Word-clouds, word for ESL students
mosaics) (Duff, P. 2016).

Given the nature of The Original Unit has Numeracy can be Benefits of including
Numeracy the subject, the virtually no activity enhanced by including numeracy in the
extent to which which involves tasks and activities such learning experiences
numeracy can be numeracy. Whilst as timelines, voting & poll within the classroom
inserted in the Unit numeracy can be calculations as well as (Bature, B. 2016).
is minimal. The included in the assessments of monetary
sequencing follows teaching it will not be damages (civil law).
the syllabus to the the central focus of
letter. this subject.

Critical and
Creative The resources used The majority of the Critical and creative Inquiry based
Thinking in this unit provide teaching contained in thinking capabilities can learning applied to
a series of this unit is teacher- be promoted by including role-play and games
scenarios that centred. The said a vast array of activities see (Gwo, J., Yu, C.,
prompt some approach leaves that apply inquiry based Hung C. (2015)
degree of student limited space for learning and significance
inquiry based
reflection. The case students to exercise to the lesson.
learning and
studies often their creative thinking.
significance in the
generate debates
classroom (Von
inviting students to
Renesse, C., Ecke V.
conceptualise legal
2015)
information.

5
Personal and
Social The presence of Again the teacher Increasing the time Group Work and role
Capabilities class discussion centred approach dedicated to group work play as strategies in
and brainstorming leaves limited space and role-plays is likely to education (Atherton,
provide some for student reduce the focus on J. S. 2010)
avenues for interaction. The linear thinking shifting to
Convergent thinking
students to test structure and a convergent thinking
and a
their personal and organisation of the mode which has a
multidimensional
social capabilities. Unit does not focus on positive impact on the
learning
building up the learning, information
environment
students’ personal and retention and the
(Chamorro-Premuzic
social capabilities. students’ personal and
T. & Reichenbacher,
social capabilities.
L., 2008)

Understanding The Original Unit is The educational model A reading to learn cycle Relevance of
by Design structured used in the original could be used by teachers Understanding by
following the Unit is based on the to assist students design (McTighe
backbone of the reading to learn. In negotiating their passage Wiggins 2012)
2009 BOSTES this model the teacher from assisted learning to
Understanding by
syllabus. The Unit has little involvement independent learning.
Design within a
has a strong focus in assisting students in Given the wide spectrum
multicultural
on reading, essay unpacking the content of cultural, language and
environment
writing and of each lesson. In this social background of the
(Mangelsdorf, N.,
information model students are student population in all
2013)
retention in a view left to their own 3 classes, a set of
to prepare means to reach the differentiated approaches
students for the outcomes of the to learning and activities
HSC exam. syllabus. should be

6. Recommendations

The recommendations listed below address different aspects of the teaching and learning. In order
to facilitate the reader, each different aspect is outlined under a separate heading.

6.1 Purpose of these Recommendations

The purpose of these recommendations is not to fully re-invent and re-write the unit outline but
rather to address limits encountered during its application and extending the program to provide
enrichment activities( Maker,1982: 1986). Furthermore, the said recommendations should assist in
creating and sustaining a community of practice within the Social Sciences faculty in the school.

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They are meant in the spirit of collaboration with other members of the faculty and have been
drafted with a professional approach together with respect and empathy to all stakeholders who
have contributed to bringing the Unit outline to its latest version (Frost. D. 2004).

6.2 Methodology followed in the Evaluation of the Unit Program

These recommendations carry out a Summative Evaluation of an existing Unit Outline that has been
tested and lead to the present report. Following the steps of Herts Cam approach in evaluating this
unit, this report is addressed to the faculty in an attempt to engage the main stakeholders within the
teaching community of work, namely the faculty (Frost, D., Ball, S., Hill, V. and Lightfoot, S. 2017).
This might also lead to the development of a working community in which enhanced social capital
allows critical friendship to flourish (Ball, Lightfoot & Hill, 2017).

The present set of recommendations also makes an attempt to comply with the 4 standards of
feasibility by maintaining a realistic and prudent approach yet remaining diplomatic and frugal at the
same time (Sanders, R. 2016)

The description of the Unit program in question can be summarised as a program modelled on the
backbone of the 2009 Syllabus, that clearly lists the outcomes imposed by the Syllabus but relies on
reading activities (of textbook and additional booklet) at homework and in class as the sole strategy
to obtain the listed outcomes. This monothematic approach might assist the teacher in the difficult
task of covering the entire syllabus within three semesters but is also likely to fall short of those
outcomes that require a higher level of thinking. (ie Examine, evaluate, assess, investigate etc.). In
short, some of the students might be able to retain some knowledge but are not likely to gain any
skill (Argyris and Schon, 1978).

6.3 Objective of the Recommendations

The design of the Unit might be improved by reducing the reading time in the classroom and employ
the time in activities that allow students to familiarise with legal concepts as well as chances for
students to dismantle those concepts and re-assemble them. One of the objectives of the proposed
changes is to build the capacity for critical reflection through which students can apply their
knowledge to problem solving in academic contexts first and perhaps in professional contexts at a
later stage(Hurd, & Licciardo-Musso, 2005).

The second aspect of the Unit that could be improved is to extend the knowledge outcomes to those
students who participate in the reading activities but due to their limited language skills might
encounter significant difficulties in understanding and later retaining the knowledge covered in the
reading activities. Therefore some of the changes contained in these recommendations will also aim

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at enabling all students in the class to grasp the basic threshold concepts and at the same time
provide a chance for those who have higher academic skills to deepen their understanding of the
legal themes stemming from these concepts.

6.4 Understanding by Design

Understanding by Design is a model of planning created by Wiggins and McTighe in or about 1998
as a method of intentional planning in education. This model is based on three sequential stages,
namely: Identify the desired results, determine the desired evidence, and plan instruction and
experiences to meet the results (Wiggins McTighe 1998). The main idea of this model is to plan
teaching and learning by focusing on the desired outcomes.

The strength of the existing Unit is in its capacity to cover the prescribed content and in so doing
hoping to meet the knowledge outcomes - learn about(s). Therefore in these recommendations the
Understanding by Design model will be mostly used to address the skill outcomes - learn to(s) and
to assist more students in making sense of the written resources. In this sense, for learning to occur
the experience for the student must start from a zone of intelligibility and safety (Pink, D. 2005).
Understanding by Design is based on the premise that students have diverse learning needs and
pathways to knowledge (Mangelsdorf, N. 2013).

6.5 Student Population

In order to successfully reach the syllabus outcomes with respect to understanding and skills one
must consider the student population of the school in general and of the Legal Studies classes in
particular. The said classes have a population that includes an average of 40-55% of students from
a non-English speaking background (LBOTE) as well as 10-15% of academic high achievers. In
addition to the above it should be added the presence of 2 students with learning disabilities and a
student diagnosed within the Autism Spectrum Disorder (ASD). In order to successfully deliver the
prescribed content knowledge, students will need to be immersed in multimodal meaning-making
environments, which would involve not only written modes but also, oral, visual, audio, gestural,
spatial modes (Jewitt, C. 2008).

6.6 General Capabilities

Only four (4) of the seven (7) general capabilities are addressed in this report as they represent the
focus of the research conducted on

6.6.1 Literacy

A recurring opening activity (legal Word of the Day) that provides a chance to introduce
metalanguage and set the context of the lesson targets both issues of including students

8
from a LBOTE and contextualising the learning for the class. The making of posters
containing legal words and threshold concepts represents a cycling activity that will create an
opportunity for a review on each new cycle and will assist the consolidation of the
knowledge. Literacy capabilities are also enhanced by providing students with multimodal
resources (power point presentations, videos, guest presentations) which will provide both
stimuli and chances for developing comprehension skills through listening and viewing.

6.6.2 Numeracy

The importance of numeracy across the curriculum has been emphasized by research
(Forawi, S. 2016) and proclaimed by authorities( ). Whilst the subject of Legal Studies
provides limited avenues for activities and learning experiences that cater numeracy
capabilities, a number of improvements can be made by introducing activities such as vote
counting in a legislative assembly role-play (Week 4) and preparation of a timeline in a
historical overview of the development of the common law (Week 3). Further activities
involving numeracy can be introduced throughout the remainder of the year using logical
sequencing exercises (i.e. contract mosaics, the steps in a legal argument etc.)

6.6.3 Information and communication technology capability

Whilst maintaining the focus on textbook and faculty booklet, the revised Unit provides
numerous opportunities to include activities aimed at developing ICT capabilities in the
classroom. These include a virtual tour of the Courts, a series of revisions through Kahoot
quizzes, a series of stimuli using Youtube Video and a web-search on tyranny and anarchy.

Benefits of ICT to the learning include the involvement of technical, organizational, didactic
and relational elements (Halvorsen, K. A., 2017). The use of the ICT can be increased
subject to the availability of laptops and computer lab, Kahoot reviews can occur through
mobile phone devices.

6.6.4 Critical and creative thinking

Despite its substantial cognitive load, the Legal Studies preliminary program is meant to
prepare students to higher levels of thinking in the following year. Students are expected to
analyse, evaluate and investigate procedures used to find solutions, as well as justify results
or inform courses of action. The Revised Unit encourages these processes in each lesson
through internet investigations, debates, role-plays, (Pedastea, M., Mäeotsa, M., Siimana L.,
2015).
6.6.5 Personal and social capability

Collaboration is the texture of growth (Robinson, K., 2009) Group activities such as those
contained in weeks 1,2,4 and 6 facilitate the development of interpersonal relationships in a

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 structured, supportive environment (Williams, 2016). The role-play, mooting, group-work and
debate activities contained in the revised Unit aim at developing students’ social awareness,
self-awareness and self management as students define and accept individual and group
roles and responsibilities. The group-work contained within the said different activitiesalso
aims at moving from an idea of linear thinking towards an idea of convergent thinking where
multiple answers (rather than one) are valued and rewarded (Hommel,B., Colzato, L. S.,
Fischer, R. and Christoffels I. D., 2011). The peer exercises in week 3 and 4 are
interventions that aim to foster correct peer feedback as part of development of social
capabilities amongst the students (Shute, L., 2008).

6.7 Threshold concept development

The revised unit applies threshold concepts in several activities including Poster Making, Word of
the Day and recap time throughout the entire unit of work. The idea of moving from cluttered
cognitive load to the understanding of broader issues and threshold concept have informed the last
decades in research in education from the Kaplan Model to an advanced theory of threshold
concepts (Meyer and Land, 2003). A pedagogy based on threshold concepts can be easily
reconciled with a planning based on the understanding by design model as the threshold concepts
serve as the lesson’s centrepiece from which activities take form. By introducing metalanguage and
threshold concepts earlier in the lesson, additional time can be employed to run activities that are
meant to prompt students to make sense of the said concepts through participation in structured
dialogic activities (Hommel, B., 2011).
6.8 Evidence of learning
The revised Unit provides the teacher with a vast array of opportunities to gather evidence of the
students’ learning throughout most of the planned learning experiences and activities. Most
importantly, students are offered a wide spectrum of ways to demonstrate their learning in different
forms (oral, written, enactments, investigation) and in a multimodal environment (paper scaffolds,
Web Based quiz platforms). The revised unit puts teachers in a position to make judgements about
students’ achievement in relation to the syllabus outcomes using a multi-dimensional system both
individually and as part of a group.
7. Conclusion

The faculty is called to make a collegial decision on whether the above recommendations are
sufficient to justify the changes contained in the proposed revised unit outline. Most importantly,
the faculty is asked to provide its feedback with respect to the object of this report to maintain
the dynamic nature of program evaluation and planning within an education working community
(Surowiecki’, J., 2004)

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8. Reconstructed Unit

7.1 Scope & Sequence

7.2 Concept Map

11
 7.3 Assessment & Marking Criteria
As pointed out at point 4 of this Report, Pre-service teachers on PRAC in the Mitchell High School
Social Sciences Faculty were not offered the opportunity to have any part with respect to students’
assessments and were not provided with a copy of the Assessment Task for the Unit.

Consequently, the assessment aspect of the Unit is not covered in this report.

7.4 Redesigned Unit Outline

LST Students learn about: Students learn to: Lesson Activities

Wk 1 Handouts- Photo copy and provide to students

Basic legal concepts  The structure of legal studies
 A Glossary of key terms
 Building an argument & Connective words and
 meaning of law phrases.
 Organisation, classroom behaviour and
expectations for Year 11 Legal Studies.
 define law  Part 1 The legal system – (syllabus) (MUST HAVE
HARD COPY)
Students are to bring these each lesson
Provide students with a few articles or snippets from
articles.
Students read and annotate and examples of legal
concepts or issues they can identify.

Brainstorm these on the board

From this move to the concept of – The meaning of law?
What is the law? What is its purpose? How is it made?
How is it changed? Who participates? Is law necessary
for society to operate effectively? Reasons for / Reasons
Against

WK 1 Students task Read - 1.1 The Meaning of law

Cambridge (Cam.) LS p6
And 1.1 What is law? Brassil, B&D.
Excel preliminary Studies 2000 – (in booklet)
Class discussion on the characteristics of law.
Students are to
write a list of
examples or ways where the law has been binding,

12
 enforceable, officially recognised, discoverable,
relating to public interest, reflecting rights and
duties. Refer back to the articles previously used or
students to provide own examples.

WK 2  customs, rules and  distinguish PRE READING Students to read Text LS Prelim Cam.
law between Customs rules and laws 1.2 and Values and ethics
 values and ethics customs, rules, 1.3 p7-9 Complete Review 1.2
laws, values and Explain - what are customs, rules and laws. (REVIEW
ethics READING)
Traditions and Customs - Quiz Questions & Answers
Written responses
1. Distinguish between customs, rules and law.
2. Explain how values and ethics can influence
the law. Use specific examples to illustrate
VALUES & ETHICS:

3.

WK2  characteristics of  describe the PRE READING 1.4 Characteristics of just laws p10/11
just laws characteristics of Booklet – The characteristics of a just law. Read and
just laws and the highlight key points
nature of justice

Nature of justice
 equality
 fairness
[Written Task] Discuss and complete the articles and
 access
activities linking Skye’s law to the characteristics of a
just law.

 Homework –Complete Review 1.3 Q 1 & 2and

1.4. Page 13 Bring homework to share next
lesson

WK2 Go through Homework questions Text p 13

 procedural fairness  define and Read Procedural fairness and the principals of
(principles of natural investigate Natural Justice [Text p11 ]
justice) procedural Explain the importance of natural justice/ procedural
fairness and the fairness to the legal system
rule of law

Rule of law
 anarchy
 tyranny

13
  define anarchy
and tyranny

PRE READING
Article in booklet Einfield – a demonstration of the
rule of law
Text Anarchy and Tyranny p14 & 15
Scaffold – How can the rule of law contribute to the
protection of rights?
Read and define both terms – record examples next
to each.
Wk 3 Sources of  outline the origin Video – How laws are made – Butterworths
contemporary of common law See School Librarian to loan
Australian law Homework – Read 2.1 Australia’s Legal Heritage :-
 common law British The Adversarial System of trial, The Inquisitorial
origins, including: system & Common Law 2.2 page 20-23 (students
 development of summarise notes)
common law

Explain – Divide the class in 2 factions ADVERSARY

FACTION and INQUISITORIAL FACTION and have
each group in turn write on the white board
Arguments for and against the Adversary the
System used by their Faction
WK3  equity, precedent Explain – the principle of equity and features of
 adversarial system precedent
of trial Go through - Arguments for and against the principle
of equity.
READ EXTRACTS from CASES Examples where equity
is applied today.
Lumley v Wagner – An example of equity – AND
RE- ENACT The case of the snail in the bottle.
Donoghue v Stevenson [1932] AC562
Closing discussion – what principles do these cases
establish?-
COMMENCE A CLASS POSTER ON IMPORTANT
LEGAL PRECEDENTS/AUTHORITIES
WK3  court hierarchy:  examine the PRE READING – 2.3 Court Hierarchy: Jurisdiction of
 jurisdiction of state hierarchy and State and federal courts Text 24-28
and federal courts jurisdiction of CLASS – Brainstorm - What did we learn about the
state and federal different jurisdictions of the state and federal
courts courts? 10 minutes)
Outline the jurisdiction of NSW and federal courts,
OR COMPLETE THE COURT HIERARCHY ACTIVITIES IN
THE BOOKLET (Both could be completed)
Complete Review 2.1

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WK4

PREPARE A CLASS POSTER ON COURT SYSTEM IN

AUSTRALIA
HOME RESEARCH - Find 3 articles that refer to cases
being heard in court
For each article
- Name the case
- Name the court
- Give a synopsis of the article.
Finish at home – bring next lesson – random
students will be selected to share work.
Wk 4 Statute law  outline the role Getting to know parliament and parliamentary
 role and structure of and structure of procedure
parliament parliament and Read text 28-31 and complete review 2.2 p31
the legislative - What is Parliament?
process

Wk 5  legislative process Preview booklet. Students are to make their own

notes
POWER POINT PRESENTATION ON LEGISLATIVE
PROCESS
Complete the tasks below
-How statute is made law
The process of passing a bill through parliament P 5
P6 3 Levels of law making
P10 House of Parliament
P14 -17 making laws – process – accountability –
committee

WK5  describe the Statute law and delegated legislation – handout 3.3
function of Pearsons Text P30 Review 2.2 Q 9
 delegated legislation delegated
legislation

Homework Delegated legislation – quiz or close

passage
Wk 5 The Constitution Read text pages 32 -38. Complete activities Review
2.3
 division of powers Complete the quiz activities on the constitution at
http://www.statusquo.org/aru_quiz/index.html
Homework Read - Commonwealth v Tasmania –
Illustration of the
Wk 5  separation of Overheads Separation of powers SLEJ

15
 powers Read p38 text – Separation of powers
Watch You Tube Video on Separation of Powers
https://www.youtube.com/watch?v=e1cN5KuB5s0

DIVIDE the class in 3 GROUPS and have the groups

take turns to write down a list of powers on 3
posters (Executive-Legislative-Judiciary)
Complete review 2.4
Homework Task – Mark and provide Feedback
Wk 5  role of the High  Examine the role Pre-reading - Text p39-43
Court of the High Court Develop class summary notes under the headings
in the 1. Provide students with ‘sticky notes’
interpretation of 2. Students record as many pieces of
the Constitution information they can recall from their
reading and record on notes.
3. The following headings are to be paced
around the room on butchers paper
o The High Court and the Constitution
o Jurisdiction of the High Court
o Interpreting the constitution
o Appeals from lower Courts
o Judicial review
4. Students stick notes under appropriate
headings
Students are assigned one of the cases below and
WORK IN PAIR to summarise the key points and the
role of the High Court for each case. Present to class
 South Australia v Commonwealth (The
uniform tax case)
 Murphyores v Commonwealth (The Fraser
Island Case)
 R v Brislan; Ex parte Williams [1935]
Complete the review of 4 articles which relate to the
High Court – determine the role of the High Court in
each case

16
Wk 6 Aboriginal and Torres  examine the PRE READING AB & T S I Customary Law – Text 44-48
Strait Islander characteristics of In class
Peoples’ customary Aboriginal and Video Bush Law – From Message Stick (340.5294
laws Torres Strait BUS) Watch – use as an introduction to how ATSIC
Islander Peoples’ law can influence contemporary Australia Law
 diverse nature of customary laws
customary laws  outline the Handout – summarising case law – this goes with
 spiritual basis, extent to which cases identified below.
significance of land Aboriginal and Close passage m Summarising Notes
and water Torres Strait Continue ATSIC LAW
 family and kinship Islander Peoples’ Written Task
 ritual and oral customary laws What is payback? How should traditional practices
traditions have been be acknowledged in the Australian legal system?
 mediation and integrated into Is it possible for the existing Australian legal system
sanctions Australian law and Indigenous Alternative to coexist?
 relevance to
contemporary
Australian law

Notes from Pearson Prelim LS

Milirrpum v. Nabalco Pty Ltd (1971) 17 FLR 141
Ward &Ors v. State of Western Australia &Ors [1998]
1478 FCA
Lardil Peoples v. State of Queensland [2004] FCA 298
Mary Yarmir v. Northern Territory [1998] 771 FCA

Handout - Relevance of Aboriginal and Torres Strait

islander people’ customary law to contemporary
Australian law (Pearson Prelim LS)
Case Law R v. Shannon (1991) 57 SASR 15

Additional reading – Diversionary procedures – Circle

sentencing Legal briefs 2008 Vol. 15 –Ed.2

Wk 6 International Law  distinguish Pre Reading Text P49-55

between
 differences between domestic and Explain using a Power Point Presentation
domestic and international law
international law - What is International law?
and examine the - What is a State?
 state sovereignty impact of state
 sources, including: - Why do we need International law?
sovereignty
o international Activity Sheet from Textbook
customary law
o instruments  examine the
(declarations and sources of
treaties) international law
o legal decisions,
writings
 role of:  describe the role

17
 o United Nations of the various
o courts and organisations
tribunals involved in
o intergovernment international law
al organisations  Examine how
o non-government international law
organisations impacts on
Relevance to Australian Law
contemporary
Australian law

18
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 10. Appendix of Original Documents

10.1 Original Unit Outline

LST Students learn about: Students learn to: Lesson Activities

Wk 1 Handouts- Photo copy and provide to students
Basic legal concepts  The structure of legal studies
 A Glossary of key terms
 Building an argument & Connective words and
 meaning of law phrases.
 Organisation, classroom behaviour and
expectations for Year 11 Legal Studies.
 define law  Part 1 The legal system – (syllabus) (MUST HAVE
HARD COPY)
Students are to bring these each lesson
Provide students with a few articles or snippets from
articles.
Students read and annotate and examples of legal
concepts or issues they can identify. Brainstorm these on
the board
From this move to the concept of – The meaning of law?
What is the law? What is its purpose? How is it made?
How is it changed? Who participates? Is law necessary
for society to operate effectively? Reasons for / Reasons
Against

Students task Read - 1.1 The Meaning of law

Cambridge (Cam.) LS p6
And 1.1 What is law? Brassil, B&D.
Excel preliminary Studies 2000 – (in booklet)
Class discussion on the characteristics of law.
Students are to write a list of examples or ways
where the law has been binding, enforceable,
officially recognised, discoverable, relating to public
interest, reflecting rights and duties. Refer back to
the articles previously used or students to provide
own examples.

 customs, rules and  distinguish PRE READING Students to read Text LS Prelim Cam.
law between Customs rules and laws 1.2 and Values and ethics
 values and ethics customs, rules, 1.3 p7-9 Complete Review 1.2
laws, values and
ethics Explain - what are customs, rules and laws. (REVIEW
READING)
Traditions and Customs - Quiz Questions & Answers

Written responses
4. Distinguish between customs, rules and law.
5. Explain how values and ethics can influence
the law. Use specific examples to illustrate

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  characteristics of  describe the PRE READING 1.4 Characteristics of just laws p10/11
just laws characteristics of Booklet – The characteristics of a just law. Read and
just laws and the highlight key points
nature of justice [Written Task] Discuss and complete the articles and
activities linking Skye’s law to the characteristics of a
Nature of justice just law.
 equality  Homework –Complete Review 1.3 Q 1 & 2and
 fairness 1.4. Page 13 Bring homework to share next
 access lesson

Go through Homework questions Text p 13

 procedural fairness  define and Read Procedural fairness and the principals of
(principles of natural investigate Natural Justice [Text p11 ]
justice) procedural Explain the importance of natural justice/ procedural
fairness and the fairness to the legal system
rule of law PRE READING
Article in booklet Einfield – a demonstration of the
Rule of law rule of law
 anarchy  define anarchy Text Anarchy and Tyranny p14 & 15
 tyranny and tyranny Scaffold – How can the rule of law contribute to the
protection of rights?
Read and define both terms – record examples next
to each.
Wk 3 Sources of  outline the origin Video – How laws are made - Butterworths
contemporary of common law See School Librarian to loan
Australian law Homework – Read 2.1 Australia’s Legal Heritage :-
 common law British The Adversarial System of trial, The Inquisitorial
origins, including: system & Common Law 2.2 page 20-23 (students
 development of summarise notes)
common law Explain - Arguments for and against the Adversary
System
 equity, precedent Explain – the principle of equity and features of
 adversarial system precedent
of trial Go through - Arguments for and against the principle
of equity. Examples where equity is applied today.
Lumley v Wagner – An example of equity -
Comprehension
Establishing Precedent
The case of the snail in the bottle. Donoghue v
Stevenson [1932] AC562

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  court hierarchy:  examine the PRE READING – 2.3 Court Hierarchy: Jurisdiction of
 jurisdiction of state hierarchy and State and federal courts Text 24-28
and federal courts jurisdiction of
state and federal CLASS – Brainstorm - What did we learn about the
courts different jurisdictions of the state and federal
courts? 10 minutes)

Outline the jurisdiction of NSW and federal courts,

OR COMPLETE THE COURT HIERARCHY ACTIVITIES IN
THE BOOKLET (Both could be completed)
Complete Review 2.1
HOME RESEARCH - Find 3 articles that refer to cases
being heard in court
For each article
Name the case
Name the court
Give a synopsis of the article.
Finish at home – bring next lesson – random
students will be selected to share work.
Wk 4 Statute law  outline the role Getting to know parliament and parliamentary
 role and structure of and structure of procedure
parliament parliament and Read text 28-31 and complete review 2.2 p31
the legislative - What is Parliament?
process
Wk 5  legislative process Preview booklet. Students are to make their own
notes Complete the tasks below
-How statute is made law
The process of passing a bill through parliament P 5
P6 3 Levels of law making
P10 House of Parliament
P14 -17 making laws – process – accountability -
committee
 describe the Statute law and delegated legislation – handout 3.3
function of Pearsons Text P30 Review 2.2 Q 9
 delegated legislation delegated
legislation Homework Delegated legislation – quiz or close
passage.

Wk 5 The Constitution Read text pages 32 -38. Complete activities Review

2.3
 division of powers Complete the quiz activities on the constitution at
http://www.statusquo.org/aru_quiz/index.html

Homework Read - Commonwealth v Tasmania –

Illustration of the
Discussion – how does this case demonstrate D of P
Wk 5  separation of Overheads Separation of powers SLEJ
powers Read p38 text – Separation of powers
Complete review 2.4
Homework Task – Mark and provide Feedback
Wk 5  role of the High  Examine the role Pre-reading - Text p39-43

23
Court of the High Court Develop class summary notes under the headings
in the 11. Provide students with ‘sticky notes’
interpretation of 12. Students record as many pieces of
the Constitution information they can recall from their
reading and record on notes.
13. The following headings are to be paced
around the room on butchers paper
o The High Court and the Constitution
o Jurisdiction of the High Court
o Interpreting the constitution
o Appeals from lower Courts
o Judicial review
14. Students stick notes under appropriate
headings
Students are assigned one of the cases below and
summarise the key points and the role of the High
Court for each case. Present to class
 South Australia v Commonwealth (The
uniform tax case)
 Murphyores v Commonwealth (The Fraser
Island Case)
 R v Brislan; Ex parte Williams [1935]

Complete the review of 4 articles which relate to the

High Court – determine the role of the High Court in
each case

24
Wk 6 Aboriginal and Torres  examine the PRE READING AB & T S I Customary Law – Text 44-48
Strait Islander characteristics of In class
Peoples’ customary Aboriginal and Video Bush Law – From Message Stick (340.5294
laws Torres Strait BUS) Watch – use as an introduction to how ATSIC
Islander Peoples’ law can influence contemporary Australia Law
 diverse nature of customary laws
customary laws  outline the Handout – summarising case law – this goes with
 spiritual basis, extent to which cases identified below.
significance of land Aboriginal and
and water Torres Strait Close passage m Summarising Notes
 family and kinship Islander Peoples’ Continue ATSIC LAW
 ritual and oral customary laws Written Task
traditions have been What is payback? How should traditional practices
 mediation and integrated into be acknowledged in the Australian legal system?
sanctions Australian law Is it possible for the existing Australian legal system
 relevance to and Indigenous Alternative to coexist?
contemporary
Australian law Notes from Pearson Prelim LS
Milirrpum v. Nabalco Pty Ltd (1971) 17 FLR 141
Ward &Ors v. State of Western Australia &Ors [1998]
1478 FCA
Lardil Peoples v. State of Queensland [2004] FCA 298
Mary Yarmir v. Northern Territory [1998] 771 FCA

Handout - Relevance of Aboriginal and Torres Strait

islander people’ customary law to contemporary
Australian law (Pearson Prelim LS)
Case Law R v. Shannon (1991) 57 SASR 15

Additional reading – Diversionary procedures –

Circle sentencing Legal briefs 2008 Vol. 15 –Ed.2

Wk 6 International Law  distinguish Pre Reading Text P49-55

between
 differences between domestic and Explain
domestic and international law
international law What is International law?
and examine the
 state sovereignty impact of state What is a State?
 sources, including: sovereignty
o international Why do we need International law?
customary law
 examine the Activity Sheet from Textbook
o instruments
(declarations and sources of
treaties) international law
o legal decisions,
writings
 role of:  describe the role
o United Nations of the various
o courts and organisations
tribunals involved in
o intergovernment international law

25
 al organisations  Examine how
o non-government international law
organisations impacts on
Relevance to Australian Law
contemporary
Australian law

26