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Name: Stephen Munro
Date: 28-5-13
Subject: Legal Studies Year 11
Period: 4
Topic: Part II The individual and the law
Enforcing rights
Lesson Time: 48 minutes
Period begins: 11.14am
Class size: 21
Period ends: 12.02pm
Syllabus Outcomes:
Students learn to:
 outline the roles of law enforcement agencies
Lesson Outcomes:
By the end of the lesson students will be able to:
 Define law enforcement agencies:
• identify the jurisdiction and roles of law
enforcement agencies
Assessment
Diagnostic: Quick quiz – oral questioning
Formative: worksheet 1 and class discussion
Summative: Quick quiz – oral questioning; worksheet 2 (homework)
Equipment /Resources: textbook, worksheets, projector, markers, pen, paper, whiteboard, laptop, thumbdrive
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The key/foundational ideas addressed in this lesson are:
relationship between justice, law and society
relationship between rights and responsibilities
balancing the rights of individuals with the needs of the state
effectiveness of legal mechanisms for achieving justice for individuals and society.
Lesson Plan
Stages/Timing
Teacher Activity
Student Activity
Introduction
(15 minutes)
11.14 to 11.30am
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intro
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slide 1: introduce topic and outcomes
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assess prior
learning
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slides 2 & 3: quick quiz – oral questioning of students on earlier
section of topic:
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o definition of right
o definition of responsibility
o relationship between rights and responsibilities
students to hand out worksheet
1 and listen
students to answer questions
orally, raising hand first
Stages/Timing
Body of lesson
(20 minutes)
11.30 to 11.50am
Teacher Activity
Student Activity
Note - teacher to give students time to think before selecting students; try
only to select students who raised their hand; ensure as many students as
possible get chosen to give answers; consider those who do not answer &
if possible, identify why (eg from answer to question 1)
Note - Before choosing a student to answer the question, pause long
enough to gauge how much of the class appears to know the answer.
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definition of law
enforcement agencies
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slide 4: introduce definition and show YouTube clip on police
powers. Ask students to identify the name of the power and the
government involved.
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students to listen, watch
YouTube clip and answer
questions
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NSW Police
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slide 5: identify jurisdiction and roles of NSW police, including
powers and examples. Show second YouTube clip on state
ministers considering changing police powers.
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students to listen, watch
YouTube clip
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Australian Federal Police
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slide 6: repeat procedure for AFP. Discuss examples.
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students to listen and take part
in discussion considering
examples
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worksheet questions 1 to
3
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slide 7: Answer questions 1 to 3 on Worksheet 1 using the
information covered so far. Collaborate with your peers if
necessary
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students to answer questions 1
to 3 of worksheet 1
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Dr Haneef and Customs
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slides 8 & 9: Have a discussion on Dr Haneef. Identify facts,
response of various law enforcement agencies and
problems/issues arising.
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students to listen and take part
in discussion considering
examples
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worksheet questions 3 to
5
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slide 10: complete worksheet 1
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students to answer questions 4
& 5 of worksheet 1
Review/Conclusion
(10 minutes)
11.50 to 12.02pm
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quick quiz – oral questioning
1. Define a law enforcement agency
2. give some examples of with their jurisdiction and
roles
hand out worksheet 2 and support concept map for
homework. Explain the sheets.
students to answer
questions orally and
distribute worksheet 2
and support concept
map for homework.
Homework: Using “Worksheet 2 guide”, complete questions on worksheet 2.
Reflection:
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What assumptions did I make when I planned this lesson?
Where these assumptions correct/incorrect?
What impact did these assumptions have on the effectiveness of the lesson?
How could I do things differently next time?
Strongly Agree
Evaluation
Pre-planning proved effective
x
T & L strategies were effectively
implemented
x
I was able to generate a sense of
purpose
x
A high level of student
participation was achieved
x
My questioning was clear, concise
and logically sequenced
Agree
x
Neutral
Disagree
Pupils were interested and self
disciplined
x
The resources used were
appropriately graded
Instructions were clear and easily
understood by students
x
x
I recognised and catered for
individual differences
I established and maintained an
effective learning environment
x
x
What were the most effective elements of the lesson?
- students asked many relevant questions and participated in engaging debate
- youtube clip was relevant and interesting to many
- all students participated in attempting worksheet
- some insightful oral answers and opinions were provided
- some gaps in knowledge were exposed
- discipline measures (TIB, questioning, simple direction, threaten moving) yielded improved outcomes
What were the least effective elements of the lesson?
- took too long to get PPT started (problems loading/buffering)
- some students talking (not as bad as last week after change in approach by me)
- feeling of rushing to achieve content outcomes
- unsure whether to encourage discussions (euthanasia, dr Haneef, police powers) or push on
- uncertainty as to how students should act (notes, listen etc)
- no time left for a conclusion
If I were to repeat the lesson what would I change? What could I improve?
- more practice on laptop and arrive at class early!
- instruct girls at the start about how I expected them to approach lesson (textbook referencing, notes, listen etc)
- better overview at the start rather than launching into examples that are not itemized up front
- be explicit about worksheet answers to be provided by all students (especially quieter ones)
- use more real world examples to help students connect (border patrol TV shows etc)
- organise lesson so that more time is spent by students working independently (eg in text books)
- ensure a conclusion is better prepared and integrated into the lesson