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Cover Page
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
4. Background information 4
6. Recommendations 6
7. Reconstructed Unit 11
8. References 19
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.
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.
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.
4
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.
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.
6
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).
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).
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
7
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.
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).
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).
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.)
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.
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).
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
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.
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.
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
14
WK4
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
15
powers Read p38 text – Separation of powers
Watch You Tube Video on Separation of Powers
https://www.youtube.com/watch?v=e1cN5KuB5s0
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
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
9. References
- Argyris, C., & Schon, D. (1974) Theory in practice: Increasing professional effectiveness.
San Francisco: Jossey Bass.
- Bloom, B.S. (Ed). (1956). Taxonomy of educational objectives : the classification of
educational goals. New York: Longmans.
- Yurtseven, N., Altun, S.(2017) Understanding by Design (UbD) in EFL Teaching: Teachers'
Professional Development and Students' Achievement. Educational Sciences: Theory and
Practice, v17 n2 p437-461.
- Von Renesse, C. & Ecke, V (2015) Inquiry based learning and the art of Mathematical
discourse. Primus, 25(3), 221-237.
- Ball, S., Lightfoot, S. and Hill, V. (2017) ‘A teacher-led masters programme: a breakthrough
in school and teacher development’, in D. Frost (Ed.) Empowering teachers as agents of
change: a non-positional approach to teacher leadership, Cambridge: LfL the Cambridge
Network, pp. 72-78.
- Gwo, J., Yu, C., Hung C. (2015) A contextual game-based learning approach to improving
students' inquiry-based learning performance in social studies courses
- Author links open overlay panel, Computers & Education, 81, pp. 13-25
- Duff, P. (2016) Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students
in Mainstream Courses, The Canadian Modern Language Review, 58 (1), pp. 103-132
- Forawi, S (2016) Standard Based Science Education and Critical Thinking.Thinking Skills
and Creativity, 20, 52-62.
- Surowiecki, J. (2004). The Wisdom of Crowds: Why the Many Are Smarter Than the Few
and How Collective Wisdom Shapes Business, Economies, Societies and Nations,
Doubleday.
- Pink, D. (2005) A whole new mind. Moving from the Information Age to the Conceptual Age.
New York: Riverhead Hardcover
- Hurd, J., & Licciardo-Musso, L. (2005). Lesson Study: Teacher-Led Professional
Development in Literacy Instruction. Language Arts, 82(5), 388–395.
- Frost, D. (2012) From professional development to system change: teacher leadership and
innovation, Professional Development in Education (special issue on Teacher Leadership
and Professional Development) 38 (2) pp. 205- 227.
- Frost. D. (2004) ‘What Can Headteachers Do to Support Teachers’ Leadership?’ Inform No 4
Occasional papers published by ‘Leadership for Learning: the Cambridge Network August
2004
- Frost, D., Ball, S., Hill, V. and Lightfoot, S. (Eds.) (2017) Teachers as Agents of Change: a
masters programme taught by teachers Letchworth: HertsCam Publications
- Mangelsdorf, N. (2013) Understanding by Design. TLN Journal, 20(1), 38-39
- Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In R. Gregson (Ed.),
Literacy Across the KLAs. London: CGPublishing
- Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.
- McTighe, J., & Wiggins, G. (2012)Understanding by Design Framework, Retrieved August
28, 2018 from https://www.ascd.org/ASCD/pdf/siteASCD/publications/
- Jewitt, C. (2008) Multimodality and Literacy in School Classrooms. Review of Research in
Education. 32 (1), pp. 241-247.
- Hommel,B., Colzato, L. S., Fischer, R. and Christoffels I. D. (2011) Bilingualism and
creativity: benefits in convergent thinking come with losses in divergent thinking, Psychol, 10
19
- Chamorro-Premuzic T. and Reichenbacher, L., (2008) Effects of personality and threat of
evaluation on divergent and convergent thinking, Journal of Research in Personality, 42(4),
pp. 1095-1101
- Pedastea, M., Mäeotsa, M., Siimana L., (2015) Phases of inquiry-based learning: Definitions
and the inquiry cycle, Educational Research Review,14, pp. 47-61
- Halvorsen, K. A. (2017) Leadership for learning in technology-rich upper secondary school
classrooms, Nordic Journal of Digital Literacy,12(3), pp.64-71
20
10. Appendix of Original Documents
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
21
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
22
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)
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]
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
25
al organisations Examine how
o non-government international law
organisations impacts on
Relevance to Australian Law
contemporary
Australian law
26