Embed Size (px)
Citation preview
STEP UP, BE HEARD
A program to support the teaching of
Year 11 Legal Studies
Step Up, Be Heard is a program on offer to Stage 1 Legal Studies teachers to give students a
hands‐on experience in their learning of parliamentary and electoral processes, and how
laws are made. It is a two part program. The first part, Step Up, requires students to conduct
an election campaign as either parties or individuals, focusing on policies and issues
identified by them. This will culminate in an election where the winning candidates will be
determined, and students will learn directly how preferential voting works.
While there can only be some winners, all students will actually become Members of
Parliament in order to Be Heard. Students will decide on a bill to be debated and a
government and opposition will be formed. Students will then research and prepare their
debate speeches. The mock parliamentary debate will then take place in Parliament House
in the real chamber with the real Speaker presiding.
The program, if done in full, will require approximately 15 lessons – 6 that directly involve
Parliamentary Education Services (PES) and/or the NT Electoral Commission (NTEC) and
about 9 lessons of teacher led class time.
The program is deliberately flexible so that you can adapt it to suit your students, your
teaching style or your already established teaching program for Legal Studies. It can also be
adapted for regional areas, and has been run in Alice Springs.
The program incorporates two possible assessments, and the sample assessment guides
attached to this document have been supplied by teachers who have done Step Up, Be
Heard with their Year 11 classes.
Step Up, Be Heard is linked to the Stage 1 Legal Studies curriculum. The italic sections below
are parts of the curriculum outline that are covered in the program.
Stage 1 Legal Studies Topic 2: People, Structures and Processes.
Students consider the role of legal institutions such as parliament, government and courts.
Students explore representative government and separation of powers. They should note the
interaction of parliaments with the people.
‐ Why is there a separation of the legislature, executive and judiciary?
‐ How representative is parliament, how responsible is government?
‐ Should the judiciary be independent?
‐ How can civic participation be fostered and encouraged?
Stage 1 Legal Studies Topic 3: Law‐making
Students develop a critical understanding of the legislative process, the making of
subordinate legislation, and the processes used by judges to develop case law, including the
interpretation of statutes. A consideration of how these processes affect people should be
incorporated. Students are encouraged to participate in the democratic process through
activities that foster the growth of civic literacy such as a mock parliament, a youth
parliament, debates and role plays.
‐ How is legislation made and controlled?
‐ Why is there delegated legislation and how is it made?
‐ How do judges make law?
‐ Should judges make law?
‐ What causes laws to be made or changed?
Students counting votes on Election Day
Mock parliamentary debate held in the chamber at Parliament House
PROGRAM DETAILS – STEP UP
First Meeting:
It is recommended to start the program with a meeting with PES. This allows us to give you
an overview of the program, negotiate dates and times for the required sessions and answer
any questions. The following sessions need to be booked:
‐ Tour of Parliament House (preferably on a sitting day)
‐ NTEC session (this can be during the tour visit, or on a separate day at your school)
‐ Election Day (at your school)
‐ Member visit (at your school)
‐ Chamber Prep lesson (at your school)
‐ Chamber Day (at Parliament House)
Tour of Parliament House:
A tour of Parliament House allows access to the Northern Territory Legislative Assembly and
can be the start of the program for the students. The tour can also be done after the
election, as an introduction to the Be Heard phase. The tour provides information about the
history of representative parliament in the NT, how parliament works and the legislative
process. The tour is one hour, which includes 15 minutes of watching Parliament in action
(often Question Time). If time allows, a visit to Hansard can be included.
Funding for the full cost of the bus transport to Parliament House for the tour will be
provided by the NT Electoral Commission.
NTEC session:
The NT Electoral Commission presents a 45 minute information session about voting in
Australia and the NT, the three levels of government, types of voting systems and how
preferential voting works. To demonstrate preferential voting they conduct a mock election
where students vote for their favourite food.
The NTEC session is ideally added to the Parliament House tour which makes this a two hour
visit. Otherwise NTEC can visit your class and conduct the session.
Election Campaign:
The election campaign leads up to the booked in Election Day. It is recommended to allow
about 3 – 5 lessons between the tour (or your first lesson) and the Election Day for students
to complete their campaign. Usually students are encouraged to form parties with people
whose political ideologies are similar to their own. This can be done around current issues
and policies they identify themselves, or around the future bill. In the past some teachers
have chosen to only have 2 parties (which then form the government and opposition, so
either for or against the bill/policies) and other teachers have allowed students to form any
number of parties. You may allow those students not wanting to be in a party to be
independents, or opt to have no parties and for all students to act individually.
Students will need to come up with names for their parties.
The election campaign should be an oral presentation to the class, and can be accompanied
by a multi‐media presentation (like a PowerPoint) for assessment purposes . These are best
done individually and for assessment. Students should be encouraged to use appropriate
language and ideas typical of candidates trying to win votes.
Note: The government must be bigger than the opposition
Election Day:
Election Day is held at your school, preferably in your classroom. All students are expected
to deliver a campaign speech to entice the audience to vote for them, and this oral
presentation (and hopefully a multi‐media presentation) should be for assessment. Sample
assessment guides are attached. Ideally another class or cohort of students would become
part of the audience, to increase the pool of voters, but this can difficult to organise. (If
another class can be organised, it is best for these students to participate in an NTEC session
prior, so they know how to vote correctly.)
Before Election Day, each candidate must be assigned to an electorate. The name of the
electorate can be your or your students’ choice, or you can chose to use real NT electorate
names. The number of electorates is also up to you. If you have multiple parties, it is
recommended that the number of electorates be same as the highest number of students in
any one party in your class. For example, if you have 4 parties, the biggest having 5 students,
then you should have 5 electorates. Too many electorates will become too repetitive on
Election Day. 4 – 6 electorates should work for most class sizes.
On Election Day, someone from NTEC and PES will come to your classroom to assist with the
running of the election. NTEC will provide the ballot papers (student names, electorates,
party names and student photos should be given to NTEC beforehand and they will make up
the ballot papers), voting screens and a ballot box.
Once all students have presented their campaign speeches, it is time to vote. Unlike real
elections, everybody will vote for ALL the electorates. I.e. if there are 5 electorates, students
will receive 5 ballot papers, and therefore vote 5 times. If another class has been invited to
be involved in the vote, they will also receive 5 ballot papers to decide on. Once the votes
are cast, NTEC will go through each electorate one at a time, counting the votes and
distributing the preferences. Usually, those students in the electorate being counted will
assist to get hands on experience about how election outcome are determined.
The winning candidates are announced on the day. These students should then take on the
leadership roles in the upcoming parliamentary debate e.g. Chief Minister, Deputy Chief
Minister, Leader of the Opposition, Deputy Leader of the Opposition, and/or Ministers. The
election outcome may also decide (if there are multiple parties) which parties will form the
government and opposition. The PES staff member present will assist with this on the day.
Also, the winning candidates are often given an extra 1 or 2 minutes for their parliamentary
debate speech, but this is up to you. The PES staff member can also address the class about
the next phase, Be Heard, if required.
PROGRAMS DETAILS – BE HEARD
The Bill:
The students will need to decide on the bill to be debated. As mentioned above, this bill can
be decided before the election campaign, and become part of the campaign, or it can be
decided after the campaign. Ideally the bill should be divisive between the government and
opposition. (If a student is part of the government or opposition, and strongly disagrees with
the position of their party/coalition, it is ok to let them become an independent, or even join
the other side if numbers allow.)
PES will write up the bill to look like a real bill and therefore may need further details from
the students. Some of the bills used by previous classes are attached.
The Debate Speech:
Every student is expected to deliver a prepared, researched speech either supporting or
opposing the bill. While they may agree or disagree with certain parts of the bill, its
intentions and outcomes, they will need to make a decision one way or the other on their
stance for the bill as a whole and this should be clear in their speech. Students should be
given about 5 lessons to prepare their speeches in class, and they may like to divide the
different arguments amongst each member on their side (this is easier for some topics, but
harder for others.)
As the speech is for assessment you can decide how long the speech will need to be (usually
between 2 – 5 minutes) and, as is the case in real parliamentary debates, the speeches will
be timed.
Sample assessment guides for the debate speeches are attached.
Member visit:
The Member visit is a new addition to the Step Up, Be Heard program. PES can organise for
the local Member to the school (or another Member) to visit the class to share with students
their experiences and tips in researching and writing debate speeches. This visit should be
scheduled soon after the election as students begin to write their speeches. Members are
also encouraged to share with students their experiences and tips with public speaking. The
visit is also an opportunity for students to ask questions of the Member, in particular how
constituents can be more involved with parliamentary and law making processes (i.e. civic
participation). The Member will be able to give many examples from their own experiences
with their constituents.
Chamber Prep Lesson:
A PES staff member will visit your class to address your students about what to expect on
the chamber day. A copy of the script for the day will be distributed and students will have a
chance to role play the debate (without speeches). Understandably students will be very
nervous on the day, and this lesson aims to at least take the uncertainty out of the process,
so students only have to worry about giving their speech.
Students will also be given some background information about the law making process that
isn’t part of Step Up Be Heard (for practical reasons) as well as information about other
things that may happen during the debate, like “points of order”.
Chamber Day:
Students will debate the bill in the real chamber at Parliament House, under the direction of
the real Speaker. Most students remark that this is a privilege and highlight of the program.
Everything at Parliament House will be organised by PES, to make the parliamentary
experience as real as possible for students:
‐ Access to lobby rooms so students can keep their belongings nearby.
‐ Seating plans will be distributed (like the real ones so students photos required) and
name plates will be on the desks so students know where to sit.
‐ Real Serjeant‐at‐Arms and real mace to be used.
‐ A PES staff member will act as the Clerk, the teacher will be at Deputy Clerk’s desk
(wearing a Clerk robe) but will not have any duties so you are free to formally assess
students.
‐ The actual chamber bells will be rung for students to enter the chamber and for
division.
‐ Side galleries will be open so that parents/others can watch the debate.
Once the bells have rung and students are in the chamber, they will be addressed and
guided by the Speaker and then follow the script through to the end of the debate.
Depending on the number of students the total time in the Chamber is usually between 1 –
1.5 hours.
Funding for the bus transport to and from Parliament House for the Chamber Day will be
provided by PES.
ATTACHMENT 1: LIST OF SAMPLE BILLS
Some of the bills debated in Step Up, Be Heard Assemblies in the past:
Short Title of Bill Long Title of Bill
Juvenile Crime Bill
A bill for an Act to introduce a zero tolerance policy in regard to youth crime, increased and harsher sentencing for those who offend, and parental education for those whose children are repeat offenders
Compulsory Work or Volunteer Bill
A bill for an Act to introduce a compulsory system whereby all 15 year old Territorians must work or volunteer three hours per week
Same‐Sex Marriage and Divorce Bill
A bill for an Act to introduce same‐sex marriage and divorce
Government School (Operations) Bill
A bill for an Act to reform Government School Operations
Euthanasia Bill A bill for an Act for the Terminally Ill’s Right to Self‐Determination
Criminal Code Amendment (Capital Punishment) Bill
A bill for an Act to amend the Criminal Code to include death by lethal injection as a punishment for murder
Marriage Equality (Same‐Sex) Bill
Bill for an Act for the eligibility of same‐sex marriage
Misuse of Drugs Amendment (Recreational Cannabis Use) Bill
A bill for an Act to amend the Misuse of Drugs Act to include exemptions for recreational use (cannabis)
ATTACHMENT 2: SAMPLE BILL IN FULL
Serial 103
Euthanasia Bill 2014
Ms Dorman
A Bill for an Act for the Terminally Ill's Right to Self-Determination
NORTHERN TERRITORY OF AUSTRALIA
EUTHANASIA ACT 2014
____________________
Act No. [ ] of 2014 ____________________
Table of provisions
Part 1 Preliminary matters
1 Short title ......................................................................................... 1 2 Commencement .............................................................................. 1 3 Definitions ........................................................................................ 1
Part 2 Terminally Ill's Rights
4 Age and Citizenship ......................................................................... 2 5 Legality ............................................................................................ 2 6 Responsibility .................................................................................. 2 7 Refusal to Officiate .......................................................................... 2
NORTHERN TERRITORY OF AUSTRALIA
____________________
Act No. [ ] of 2014 ____________________
An Act for the Terminally Ill's Right to Self-Determination.
[Assented to [ ] 2014]
[Second reading [ ] 2014]
The Legislative Assembly of the Northern Territory enacts as follows:
Part 1 Preliminary matters
1 Short title
This Act may be cited as the Euthanasia Act 2014.
2 Commencement
This Act commences on the day fixed by the Administrator by Gazette notice.
3 Definitions
In this act:
Euthanasia means the act of putting to death painlessly or allowing to die, as by withholding extreme medical measures, a person or animal suffering from an incurable, especially a painful, disease or condition. Also called mercy killing.
Terminally Ill means a disease that will result in the death of a patient regardless of any treatment intervention.
Non-voluntary Euthanasia means the termination of life without the consent (or opposition) of the patient.
Palliative Care means the care for the terminally ill and their families, especially that provided by an organised health service.
Part 2 Terminally Ill's Rights
4 Age and Citizenship
(1) A patient must be 18 years of age or older.
(2) A patient must be a permanent resident and/or recipient of Medicare.
5 Legality
(1) A patient must have three independent psychologists agree that they are not suffering from clinical depression.
(2) A patient must have three independent doctors diagnose conclusively terminal illness.
(3) There can be no other medical (western or alternative) therapies untried.
(4) The act of administering the drug must be done by a doctor – not a nurse.
(5) Doctors charged with the ability to administer euthanasia drugs must have a specific license to do so.
(6) Doctors administering euthanasia drugs must have their license renewed every two years after a psychological evaluation to ensure they are mentally sound to perform the task.
6 Responsibility
(1) Patients must be able to sign off on forms themselves. Should illness affect their ability to write, a patient may employ a legal scribe to take down their declaration.
(2) A signature must be witnessed by an unbiased third party member who holds an official position of authority either with a government agency or is legally recognised as being someone who may bear witness to the declaration.
(3) Patients may have a family member present.
7 Refusal to Officiate
(1) All parties asked to be part of the euthanasia process have the right to refuse.
ATTACHMENT 3: SAMPLE ASSESSMENT GUIDES (x3)
Year level/Class: Year 11 Legal Studies
Assessment: Oral Presentation
Name: Teacher: Miss Wilton
Issue Date: Monday 10th March, 2014 Weighting: 20%
Format Type: Oral and Multimodal presentation Due Date: Thursday April 3, 2014
Description of assessment
This assessment requires you to prepare a campaign speech using newspaper articles and other media to inform your learning about issues within Australian Law.
The speech must address aspects of Australian Law and must relate to current issues, i.e. from the last 12 months at the most.
The speech may address issues such as education, health, jobs, community growth, social change, etc. It must take into account different social groups and their needs.
Your speech should be about your platform not an autobiography.
You must mention the issue picked by the class in your speech.
Assessment conditions
You will be given some time in class to work on your assessment however you will be required to complete the majority of it in your own time.
Your speech must be 1-2 minutes long and be accompanied by some form of multimodal presentation.
You will be presenting your speeches to your peers, as well as a representative from the NT Electoral Commission and Parliamentary Education Services.
An election will be held after you have completed your speeches, which will
determine the Government and Opposition, as well as leaders and deputy leaders for each side.
Performance Standards for Subject: (See table below)
Knowledge and Understanding Inquiry Evaluation Communication
A Comprehensive knowledge and perceptive understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Comprehensive knowledge and perceptive understanding of different sources of law in the Australian legal system.
Insightful understanding of the values inherent in the Australian legal system.
Perceptive recognition of ways in which the Australian legal system responds to diverse groups in the community.
Comprehensive skills in accessing and using information on aspects of the legal system.
Perceptive evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Comprehensive and astute evaluation of the nature and operation of aspects of the Australian legal system.
Consistently accurate and coherent communication of highly informed observations and opinions, using a range of forms.
Identification and use of legal terminology, indicating clear and appropriate understanding.
Consistent and appropriate acknowledgment of a diverse range of sources.
B Detailed knowledge and well-considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Detailed knowledge and well-considered understanding of different sources of law in the Australian legal system.
Well-considered understanding of the values inherent in the Australian legal system.
Thoughtful recognition of ways in which the Australian legal system responds to diverse groups in the community.
Considerable skills in accessing and using information on aspects of the legal system.
Thoughtful evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Well-informed evaluation of the nature and operation of aspects of the Australian legal system.
Mostly accurate and coherent communication of well-informed observations and opinions, using a range of forms.
Identification and use of legal terminology, indicating mostly clear and appropriate understanding.
Mostly consistent and appropriate acknowledgment of a range of sources.
C Appropriate knowledge and considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Appropriate knowledge and considered understanding of some sources of law in the Australian legal system.
Considered understanding of the values inherent in the Australian legal system.
Considered recognition of ways in which the Australian legal system responds to diverse groups in the community.
Competent skills in accessing and using information on aspects of the legal system.
Considered evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Informed evaluation of the nature and operation of aspects of the Australian legal system.
Generally accurate and coherent communication of informed observations and opinions, using different forms.
Identification and use of legal terminology, indicating mostly appropriate understanding.
Mostly appropriate acknowledgment of sources.
D Some recognition and awareness of the legal rights and responsibilities of individuals and groups in Australian society.
Some awareness of sources of law in the Australian legal system.
Some recognition of values inherent in the Australian legal system. Some recognition of ways in which the Australian legal system
responds to diverse groups in the community.
Some endeavour to access and use information relevant to aspects of the legal system.
Basic consideration of issues or concepts through discussion and description of some arguments.
Description, with attempted evaluation, of the nature and operation of aspects of the Australian legal system.
Some accuracy in communication of basic observations or opinions, in one or more forms.
Some identification and use of legal terminology, indicating awareness of the need for appropriate use.
Some inconsistent acknowledgment of sources.
E Emerging awareness of the legal rights and responsibilities of individuals and groups in Australian society.
Limited awareness of any sources of law in the Australian legal system. Emerging recognition that there are values inherent in the Australian legal
system.
Emerging awareness of one or more ways in which the Australian legal system responds to diverse groups in the community.
Limited skills in accessing and using information with any relevance to aspects of the legal system.
Some description of an issue or concept through observation of an argument.
Some brief description of the nature and/or operation of one or more aspects of the Australian legal system.
Limited accuracy in communication, with few observations or opinions in a selected form.
Attempted identification and use of examples of legal terminology, indicating limited awareness of the need for appropriate use.
Limited acknowledgment of sources.
Year level/Class: Year 11 Legal Studies
Assessment: Oral Presentation
Name: Teacher: Miss Wilton
Issue Date: Monday April 14th, 2014 Weighting: 15%
Format Type: Oral and Multimodal presentation Due Date: Thursday May 1st, 2014
Description of assessment
This assessment requires you to prepare a debate speech on the issue of Euthanasia in Australian Law.
Depending on the position you are in (as determined by the election outcome) you may speak for 3 minutes if you are a backbencher and 4 minutes if you are a frontbencher (i.e. a minister with a portfolio, or shadow minister). The Chief Minister may speak for 4.30mins.
Your speech must follow prescribed party lines. If you are part of the
Government you must state why you SUPPORT the Bill. If you are part of the Opposition you must explain why you do NOT SUPPORT the Bill.
You must make reference to legal terms discussed during class time – also make
reference to the Australian Constitution and use any case studies discussed in class to inform your argument.
Assessment conditions
You will be given some time in class to work on your assessment however you will be required to complete the majority of it in your own time.
Your speech must be 3-4 minutes long and must be informative and persuasive. Stay on topic.
You will be presenting your speeches to Madam Speaker from the NT Legislative
Assembly in the chamber of Parliament House, as well as to your peers. Once everyone has a chance to voice their side of the issue a vote will be taken
to determine whether the Bill may be passed.
Comments and grade:
Performance Standards for Subject Knowledge and Understanding Inquiry Evaluation Communication
A Comprehensive knowledge and perceptive understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Comprehensive knowledge and perceptive understanding of different sources of law in the Australian legal system.
Insightful understanding of the values inherent in the Australian legal system.
Perceptive recognition of ways in which the Australian legal system responds to diverse groups in the community.
Comprehensive skills in accessing and using information on aspects of the legal system.
Perceptive evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Comprehensive and astute evaluation of the nature and operation of aspects of the Australian legal system.
Consistently accurate and coherent communication of highly informed observations and opinions, using a range of forms.
Identification and use of legal terminology, indicating clear and appropriate understanding.
Consistent and appropriate acknowledgment of a diverse range of sources.
B Detailed knowledge and well-considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Detailed knowledge and well-considered understanding of different sources of law in the Australian legal system.
Well-considered understanding of the values inherent in the Australian legal system.
Thoughtful recognition of ways in which the Australian legal system responds to diverse groups in the community.
Considerable skills in accessing and using information on aspects of the legal system.
Thoughtful evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Well-informed evaluation of the nature and operation of aspects of the Australian legal system.
Mostly accurate and coherent communication of well-informed observations and opinions, using a range of forms.
Identification and use of legal terminology, indicating mostly clear and appropriate understanding.
Mostly consistent and appropriate acknowledgment of a range of sources.
C Appropriate knowledge and considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Appropriate knowledge and considered understanding of some sources of law in the Australian legal system.
Considered understanding of the values inherent in the Australian legal system.
Considered recognition of ways in which the Australian legal system responds to diverse groups in the community.
Competent skills in accessing and using information on aspects of the legal system.
Considered evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Informed evaluation of the nature and operation of aspects of the Australian legal system.
Generally accurate and coherent communication of informed observations and opinions, using different forms.
Identification and use of legal terminology, indicating mostly appropriate understanding.
Mostly appropriate acknowledgment of sources.
D Some recognition and awareness of the legal rights and responsibilities of individuals and groups in Australian society.
Some awareness of sources of law in the Australian legal system. Some recognition of values inherent in the Australian legal system.
Some recognition of ways in which the Australian legal system responds to diverse groups in the community.
Some endeavour to access and use information relevant to aspects of the legal system.
Basic consideration of issues or concepts through discussion and description of some arguments.
Description, with attempted evaluation, of the nature and operation of aspects of the Australian legal system.
Some accuracy in communication of basic observations or opinions, in one or more forms.
Some identification and use of legal terminology, indicating awareness of the need for appropriate use.
Some inconsistent acknowledgment of sources.
E Emerging awareness of the legal rights and responsibilities of individuals and groups in Australian society.
Limited awareness of any sources of law in the Australian legal system. Emerging recognition that there are values inherent in the Australian legal
system.
Emerging awareness of one or more ways in which the Australian legal system responds to diverse groups in the community.
Limited skills in accessing and using information with any relevance to aspects of the legal system.
Some description of an issue or concept through observation of an argument.
Some brief description of the nature and/or operation of one or more aspects of the Australian legal system.
Limited accuracy in communication, with few observations or opinions in a selected form.
Attempted identification and use of examples of legal terminology, indicating limited awareness of the need for appropriate use.
Limited acknowledgment of sources.
Stage One Legal Studies Task 1: Mock Election & Debate
Student Name: Teacher: Zahlya Pate
Weighting: 20% Word Length: 800 words
Due Date: Thursday Wk 7 (15/03/14)
Task: This task comes in three distinct parts: 1. An election, where you will present a two minute persuasive speech to the class as part of your
political party’s attempt to gain power (form Government) 2. A Parliamentary debate, where you will attempt to pass a Bill at Parliament House, and 3. A self-reflection, where you will reflect on the strengths and weaknesses of your performance
Task Details: Task 1: Election Speech (2 mins / 350 words) Prepare a 2 minute speech that persuades the voting public to elect both you and your political party. Discuss your party’s policies and how you will represent (and spend the money of) your electorate if you are elected. You will be individually assessed on your knowledge and understanding of the relevant powers, structures and processes and your informed and appropriate communication. A transcript of your speech must be submitted on the day of assessment. Task 2: Parliamentary Debate (Approx. 250 words)
1. You will be divided into two major political parties – the Government and the Opposition. The elected party will propose a Bill in an attempt to get it approved and lawfully enacted .
2. You will each develop a detailed argument either for or against the bill (depending on your party’s position) in preparation for the parliamentary debate.
3. Attend the excursion on Tuesday of Week 7 to Parliament House, and try to win the debate and have the bill passed (or denied) before the Speaker.
You will be individually assessed on the quality of your argument, presentation and appropriate communication and evidence of contribution to your party. A transcript of your speech must be submitted on the day of assessment. Task 3: Reflective Journal (2 x 150 words) After each of the two tasks, you will reflect on your experience, focussing on:
How you performed – how did it go, both individually and as part of a team? Your strengths and weaknesses – what worked and what didn’t? How you could improve – what could have been done better? Things you liked and disliked about the task
*Not all of the areas need to be covered, but your reflection needs to be thoughtful and analytical. Comment:
Grade:
Stage 1 Legal Studies: Performance Standards
Knowledge and Understanding Inquiry Evaluation Communication
A Comprehensive knowledge and perceptive understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Comprehensive knowledge and perceptive understanding of different sources of law in the Australian legal system.
Insightful understanding of the values inherent in the Australian legal system.
Perceptive recognition of ways in which the Australian legal system responds to diverse groups in the community.
Comprehensive skills in accessing and using information on aspects of the legal system.
Perceptive evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Comprehensive and astute evaluation of the nature and operation of aspects of the Australian legal system.
Consistently accurate and coherent communication of highly informed observations and opinions, using a range of forms.
Identification and use of legal terminology, indicating clear and appropriate understanding.
Consistent and appropriate acknowledgment of a diverse range of sources.
B Detailed knowledge and well-considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Detailed knowledge and well-considered understanding of different sources of law in the Australian legal system.
Well-considered understanding of the values inherent in the Australian legal system.
Thoughtful recognition of ways in which the Australian legal system responds to diverse groups in the community.
Considerable skills in accessing and using information on aspects of the legal system.
Thoughtful evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Well-informed evaluation of the nature and operation of aspects of the Australian legal system.
Mostly accurate and coherent communication of well-informed observations and opinions, using a range of forms.
Identification and use of legal terminology, indicating mostly clear and appropriate understanding.
Mostly consistent and appropriate acknowledgment of a range of sources.
C Appropriate knowledge and considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.
Appropriate knowledge and considered understanding of some sources of law in the Australian legal system.
Considered understanding of the values inherent in the Australian legal system.
Considered recognition of ways in which the Australian legal system responds to diverse groups in the community.
Competent skills in accessing and using information on aspects of the legal system.
Considered evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.
Informed evaluation of the nature and operation of aspects of the Australian legal system.
Generally accurate and coherent communication of informed observations and opinions, using different forms.
Identification and use of legal terminology, indicating mostly appropriate understanding.
Mostly appropriate acknowledgment of sources.
D Some recognition and awareness of the legal rights and responsibilities of individuals and groups in Australian society.
Some awareness of sources of law in the Australian legal system.
Some recognition of values inherent in the Australian legal system.
Some recognition of ways in which the Australian legal system responds to diverse groups in the community.
Some endeavour to access and use information relevant to aspects of the legal system.
Basic consideration of issues or concepts through discussion and description of some arguments.
Description, with attempted evaluation, of the nature and operation of aspects of the Australian legal system.
Some accuracy in communication of basic observations or opinions, in one or more forms.
Some identification and use of legal terminology, indicating awareness of the need for appropriate use.
Some inconsistent acknowledgment of sources.
E Emerging awareness of the legal rights and responsibilities of individuals and groups in Australian society.
Limited awareness of any sources of law in the Australian legal system.
Emerging recognition that there are values inherent in the Australian legal system.
Emerging awareness of one or more ways in which the Australian legal system responds to diverse groups in the community.
Limited skills in accessing and using information with any relevance to aspects of the legal system.
Some description of an issue or concept through observation of an argument.
Some brief description of the nature and/or operation of one or more aspects of the Australian legal system.
Limited accuracy in communication, with few observations or opinions in a selected form.
Attempted identification and use of examples of legal terminology, indicating limited awareness of the need for appropriate use.
Limited acknowledgment of sources.
