Legal Studies Sample work program. February 2014

Transcription

1 Legal tudies 2013 ample work program ebruary 2014

2 Legal tudies 2013 ample work program Compiled by the Queensland tudies Authority ebruary 2014 This work program is reproduced with the permission of Emmaus College. A work program is the school s plan of a course of study based on the relevant syllabus. Work programs allow for the characteristics of a school and its students to be considered when implementing the syllabus. chool work programs must demonstrate that syllabus dimensions and objectives inform student learning. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs. 6 Legal tudies 2013 ample work program

3 Course organisation and Assessment plan The minimum number of hours of timetabled school time including assessment for a course of study developed from this syllabus is 220 hours. YEAR 11 Term 1 Term 2 Term 3 Term 4 Core area: The legal system Core area: Criminal Core area: Criminal Core area: Introduction to civil obligations Integrated core area: Human rights Assessment techniques Examination () hort response test minutes word responses - Responding to the Extended response () Extended research response poken: 3 4 minutes - Responding to the Examination () Extended response test minutes Written: words - Responding to the Extended response () Response to stimulus Written: words - Responding to the Extended response () Extended research response Written: words - Responding to the Monitoring 28 hours 27 hours 28 hours 27 hours Total hours = 55 Total hours = 55 Assessment in Year 11 is formative. Queensland tudies Authority 7

4 Course Organisation and Assessment Plan (continued) YEAR 12 Term 1 Term 2 Term 3 Term 4 port and the Technology and the Independent inquiry amily and the Indigenous Australians and the Integrated core area: Human rights Assessment techniques Examination () Extended research response 90 minutes words - Investigating legal issues - Responding to the Extended response () Extended research response Multimodal 5 7 minutes - Knowing and understanding the - Investigating legal issues - Responding to the Extended response () Extended research response Written words - Knowing and understanding the - Investigating legal issues - Responding to the Examination () Extended response test Unseen question 120 minutes words - Responding to the Examination () Extended response test 90 minutes words - Responding to the Verification 20 hours 20 hours 15 hours 28 hours 27 hours Total hours = 55 Total hours = 55 Assessment in Year 12 is summative. 6 Legal tudies 2013 ample work program

5 Outline of intended student learning Year 11, emester 1 (28 hours) Assessment technique: Examination Core area of study: The legal system Area of study: Core The legal system and Human rights Dimensions: Knowing and understanding the, Investigating legal issues, and Responding to the Core area of study: Human rights ocus question: How does the legal system meet society s needs? ocus statement: The is part of daily life. It establishes rights and responsibilities to regulate how individuals and groups behave in society. The is constantly changing to reflect values within society. Informed and active citizens should understand respect the, reflect on s and seek change to benefit society. uggested subject matter Which current legal issues relate to the Australian legal system? Why have s? i.e. What is and how does it develop? Which stakeholders interests are served by the? What are the benefits and limitations of the legal system? What are the sources of? i.e. common precedent, Commonwealth and state constitutions, state and federal parliaments, statutory interpretation, subordinate and local authority legislation, customary s of Aboriginal peoples and Torres trait Islander peoples, international How are disputes resolved and decisions reviewed? e.g. court hierarchy and processes, alternative dispute resolution What are the roles and functions of legal personnel? How and why does the change? e.g. social pressures by individuals and groups, repeal, modification or enactment of legislation, aspects of democracy, media influence, community consultation How is a just and equitable made? e.g. balance of rights and responsibilities, common good balanced against the rights of individuals, certainty, justice, equity, fairness Do the features and processes of Australia s legal system facilitate the making of just and equitable s? i.e. role of Constitution and High Court, representative democracy, federalism, comparisons with other systems, protection of individual rights, Rule of Law, separation of powers ocus question: Does the Australian legal system adequately protect and enforce individual rights? ocus statement: The legal and political provision of individual rights creates responsibilities for individuals and society. Australian attempts to balance the rights and responsibilities of the individual with the best interests of the greater community. uggested subject matter Which current legal issues relate to human rights for Australians? What are the sources of individual rights? i.e. common, constitutional, legislative, customary, international conventions What rights do Australians have in both a criminal and civil context? i.e. due process and fair hearing right to a fair trial, the right to vote, the right to protest, freedom of assembly, freedom of speech, freedom from discrimination, right to equality How does the promotion and enforcement of human rights in Australia impact upon society? e.g. the incorporation of human rights into domestic, roles of the Constitution, statue, common, court and tribunals, non-government organisations, Charter of Rights hould Australia have a Bill of Rights? e.g. advantages and disadvantages for various stakeholders Queensland tudies Authority 7

6 Learning experiences The legal system and Human rights Explain the difference between a rule and a. Read through a scenario and demonstrate understanding of the context by highlighting legal and non-legal rules. Outline the reasoning behind the school rules. Examine the guidelines of a school and discuss why rights come with responsibilities Explain why s are needed within society and identify what would happen in society if s did not exist. Describe the process of -making and identify where our originates Aboriginal, Westminster system Debate a mock bill of parliament paying attention to the legal language and conventions used in this situation. Identify the difficulties associated with the drafting and writing of legislation through an evaluation of the final result. Using a decision line have students justify a response of yes or no in situations that require identification of the morals/values that influence our beliefs and have students determine how this influence will affect our view in relation to equity, justice and fairness. Explain how active citizens may influence the changing nature of our s. Write a letter to the editor about a that needs changing within the community. Explain the differences between statute and common. Examine particular s within society and identify stakeholders interested in these s. Understand the parliamentary system of Australia/Queensland and the tiers of government that exist. Conduct a mock election to demonstrate their understanding of the democratic system of government that exists in Australia. Explain the differences between parliament and the court system. Explain the adversarial system that is used in Australia. Compare and contrast the adversarial and inquisitorial systems and determine whether the system used in Australia needs to change and support their decision with legal reasoning. Explain the court hierarchy and the role each court plays in the legal system. Identify alternatives to the court system for resolving disputes. Explain the doctrine of precedent and apply the doctrine to determine which decision the judge would use and the reasoning behind the decision. Explain the roles of court personnel. Read a scenario and identify whether fairness and justice have taken place. upport their response with legal justification. Through the use of examples, identify whether citizens are treated equally before the urvey members of the community re the justice system. Evaluate the results and provide recommendations on how to improve the perceptions of the community. Discuss landmark decisions from case e.g. Mabo. Evaluate the legal outcomes from this decision and justify whether the introduction of The Native Title Act by the ederal Government was a responsible action. Watch acing the Demons and discuss the advantages/disadvantages of restorative justice. Using the video as background, determine the merits of restorative justice and consider the implications of using such a system in a familiar context as burglary or common assault. Investigate alternative legal systems e.g. Aboriginal customary s and determine whether the Legal ystem in Australia needs to adapt to cater for individual beliefs/customs. Analyse decisions made by courts to highlight how individual beliefs influence whether we believe the outcome is fair, equitable and just. tudy media reports and evaluate how the media may/may not influence members of society. Investigate a new piece of legislation e.g. Boot camps and identify the reasoning behind the being introduced. Determine whether the government responded to community needs. Discuss the merit of making s in this manner. tudy the separation of powers and critique the current understanding of this concept. Justify your response using legal reasoning. Determine whether Queensland should re-introduce the upper house of parliament. upport the decision using legal reasoning. 6 Legal tudies 2013 ample work program

7 tudent profile Legal studies tudent name: Teacher: Year em Inst. no Core/ Elective Assessment technique / KU INV RE Ach. level Core Examination: The legal system/human rights 2 Core Extended response: Criminal /Human rights 3 Core Examination: Criminal /Human rights Internal reporting 2 4 Core Extended response: Criminal /Human rights 5 Core Extended response: Introduction to civil obligations/human rights Internal reporting Monitoring Elective Examination: port and the /Human rights 7 Elective Extended response: Technology and the /Human rights 8 Elective Extended response: Independent inquiry Internal reporting 4 9 Elective Examination: amily /Human rights Verification 10 Elective Examination: Indigenous Australians and the /Human rights Exit KU Knowing and understanding the, INV Investigating legal issues, RE Responding to the Exit standards VHA tandard A in any two dimensions and no less than a B in the remaining dimension. LA At least tandard D in any two dimensions and an E in the remaining dimension. HA tandard B in any two dimensions and no less than a C in the remaining dimension. VLA tandard E in the three dimensions. A tandard C in any two dimensions and no less than a D in the remaining dimension. Queensland tudies Authority 7

8 Queensland tudies Authority 154 Melbourne treet outh Brisbane PO Box 307 pring Hill QLD 4004 Australia T