The case, reform or recommendation under investigation may have been raised more than four years before the current year. However, a change, appeal, legal discussion or new aspect of the case or reform must have taken place and be cited during the investigation of the case or reform. For example, a reform proposed more than four years ago can be used if it has been discussed in the media recently (within the last four years). Similarly, a court case that occurred more than four years ago may also be investigated under Unit 2 if an appeal or hearing has been filed within the last four years. This study develops students` understanding of how the legal system and laws work in Australia and Victoria. In Units 1 and 2, students examine the legal system and how they are protected and subject to various criminal and civil laws. Unit 3 includes a more in-depth examination of how Victorians deal with the criminal and civil justice systems. The capacity of Victorian laws and the legal system to realize the principles of justice is examined in Units 1, 2 and 3. Unit 4 focuses on students who develop a critical understanding of how laws are made in Australia, how citizens participate in the creation of laws through parliamentary representation, courts and referendums. Unit 4 also examines the need for legal reform and how legal reform can occur in Australia.
Teachers should give students the opportunity to develop and apply effective methods of legal inquiry and research throughout their studies. The use of relevant cases and laws will strengthen students` theoretical understanding through the application of practical examples. Teachers should aim to facilitate learning by developing curricula that allow students to demonstrate their learning and apply legal arguments to real or hypothetical scenarios. Assessments should be planned based on the key knowledge and qualifications of a field of study. Access: involves the establishment of a range of methods and institutions to resolve disputes within the legal system. Australia`s legal system aims to create justice through universal fundamental fairness, equality and access for all citizens. Students should consider the principles outlined in Units 1 to 4. Equality: includes the guarantee of equal legal opportunities and equal treatment of all citizens before the law.
Performance descriptors provide a clear indication of the qualities and characteristics that should be evident in a student`s response at each level. A high-level response to this outcome would, for example, assess the capacity of the civil justice system to implement the principles of justice, based on a detailed understanding of the factors to be considered when bringing a civil action, as well as the institutions and methods used to resolve civil disputes. Teachers can choose from a range of defined assessment tasks. The following website provides more details on the three principles of justice that underpin the legal system: The Honourable Marilyn Warren AC`, Chief Justice of Victoria – 2014 Newman Lecture. Performance descriptors provide a clear indication of the qualities and characteristics that should be evident in a student`s response at each level. The teacher should plan a sequence of teaching and learning activities that develop the key knowledge and key competences defined in Unit 4, Area of Study 1. For example, in this assessment work, students may be asked to provide detailed answers to questions about the importance of Supreme Court cases concerning the interpretation of the Australian Constitution and the extent to which the Australian Constitution is capable of reviewing Parliament in legislation. Teachers may consider using a range of assignments as part of teaching and learning activities to prepare students for assessment. Written assignments should be included in preparatory activities to enable students to develop key qualifications appropriate for law studies. For this task, the teacher should focus on classroom activities that allow students: Teachers should refer to these publications for up-to-date advice.
Guidance on issues related to the management of Victorian Certificate of Education (VCE) assessment is published annually in the VCE and VCAL Administrative Handbook. Updates on issues related to the management of the VCE assessment are published in the VCAA bulletin. Teachers may consider using a range of tasks as part of teaching and learning activities. Key knowledge and key qualifications, as defined in the field of study, must be addressed, taught and put into practice in the classroom in order to prepare students. In Units 3 and 4, evaluation is more structured. The types of evaluation tasks that can be used to evaluate each outcome are listed. The contribution of each score to the total score for school-based academic performance is also determined. When determining an essay topic, the teacher should ensure that the question provides sufficient space to include several aspects of key knowledge and skills. This grade level course is worth 40 of the 100 points available for Unit 3. It should be done at the end of Study Area 1 so that students have engaged and acquired the required knowledge and skills.
Teachers determine the time required to complete an assessment task and the conditions under which the task is completed. Describe the main sources and types of laws and assess the effectiveness of the laws. Students collect a series of messages that illustrate types of laws. The course assignment graded by the school for Unit 3 Study Area 2 is worth 50 of the 100 points available for the internal assessment of Unit 3. It should be completed at the end of Study Area 2 to ensure that students have been exposed to the key knowledge and qualifications stated and have had the opportunity to grasp them. The exact dates and times of the assessment are a school decision that can be determined after consultation with students, LCA coordinators and other key staff. The use of a range of evaluation activities will be encouraged. More than one assessment task may be used to assess satisfactory completion of each outcome in all units 1 to 4. The program designed and delivered for students must comply with VCE Legal Studies Study Design 2018-2023.
The procedures for managing LCA assessment in schools are explained in the LCA assessment notes. Exact dates, times and conditions can be determined in consultation with students, VCE Coordinators and other key staff. The principles underlying all LCA assessment practices are explained in VCAA Principles and Procedures for the Design and Review of LCA Studies. Graduated distributions for graded assessment are available on the VCAA Upper Secondary Certificate Statistical Information website. VCE Legal Studies study design specifications, previous review documents and corresponding review reports. With the exception of third-party items, schools may use this resource in accordance with the VCAA Scholarship (VCAA Copyright and Intellectual Property Policy). Teachers should use the study design and these tips to develop a teaching and learning curriculum that includes appropriate learning activities that enable students to develop the knowledge and skills identified in the results of each unit. The VCE Legal Studies Study Design (pdf – 151.15kb), pages 18 and 19, contains details of the key knowledge and competencies related to Unit 3 Outcome 2 and the corresponding area of study „The Victorian Civil Justice System“. Teachers need to know the relevant key skills and competencies in order to plan an assessment task. It should be noted that each key knowledge and key competency point of the task does not need to be identifiable, nor should the task focus on too narrow a range of key knowledge and key competences. The study plan states that „current“/contemporary examples should be studied. For the purposes of this study, the term „current“ is defined as within the last four years.
For example, a high-level response to this conclusion would assess how the Australian Constitution acts as parliamentary control over legislation, based on a detailed understanding of certain aspects of the Australian Constitution and the implications of Supreme Court interpretation in various cases. Teachers can choose from a range of defined assessment tasks. For example, in Unit 3 of Study Area 2, the teacher should focus on learning activities that enhance students` knowledge and skills so that they: Fairness: involves the impartial treatment of all persons enshrined in the law without fear or favour. Articles or information may come from a variety of sources, including daily newspapers, Internet news services, magazines, and social media. Judicial reports may be at the centre of concerns. For example, the following sample topics allow participants to demonstrate part of the outcome.
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