Legal Studies 2013
Teaching and learning resources
Sample unit of work: Crime
Units of work in Legal Studies can be developed using contextualised learning experiences and
assessment opportunities based on the relevant subject matter from the identified areas of study.
A unit of work provides teaching strategies and learning experiences to allow students to
demonstrate the dimensions and objectives of the Legal Studies Senior Syllabus 2013.
The sample units of work incorporate the objectives described in the dimensions of the syllabus.
They offer flexibility to cater for a variety of learning styles and school contexts. They are neither
prescriptive nor exhaustive.
The sample resources demonstrate:
 organisation and development of course content
 teaching and learning that supports the syllabus
 learning experiences that support achievement of the objectives described in the dimensions
 alignment between content, learning experiences and assessment.
Building learning experiences
Over a unit of work, learning experiences demonstrate the:
 identified subject matter from the chosen area of study
 relevant dimensions and objectives
 Knowing and understanding the law
 Investigating legal issues
 Responding to the law.
Table 1 provides example learning experiences for inclusion in a unit of work.
Table 1: Example learning experiences in a unit of work
 Explain why a Bill of Rights exists.
 Analyse whether a Bill of Rights is an effective document. Explain any problems.
 Make recommendations as to what human rights should be included in a Bill of Rights.
150202
Justify all suggestions.
Sample unit of work: Crime
Inquiry focus
guides the
selection of
subject matter and
development of
learning
experiences.
Inquiry focus: To what extent does the criminal justice system successfully
balance the rights of individuals with society’s need for order?
Area of study
Criminal law
Focus statement
Criminal law attempts to balance the rights of individuals to freedom
from interference with person or property, and society’s need for
order. Procedural matters, the rights of citizens and powers of
the state, specific offences and defences, and punishment and
compensation are some of the ways society and the criminal justice
system interact.
Unit of work
details (e.g.
suggested hours
and semester)
match the work
program course
organisation.
Suggested hours
25
Semester
2
Dimensions and
objectives
Knowing and understanding the law
 define and describe facts using legal terminology
 explain legal concepts and processes
 communicate meaning using language conventions to suit
purpose and audience
Investigating legal issues
 select and organise legal information from sources
 analyse legal situations to identify and examine legal issues and
stakeholders’ perspectives
 apply legal concepts and processes to legal issues to determine
legal outcomes
Responding to the law
 evaluate the law and stakeholder responses
 make decisions and recommendations about legal outcomes and
their implications
 justify decisions and recommendations using evidence and legal
reasoning
Subject matter
identified relates
directly to the
inquiry focus.
The identified
subject matter can
be drawn directly
from the syllabus
or developed from
the inquiry.
Identified subject matter
 What is a crime?
 What are the basic elements of criminal law? i.e. criminal conduct, presumption of
innocence, onus and standard of proof, sources of Queensland criminal law.
 What are the rights of citizens and the powers of police? i.e. powers of arrest,
detention, search and seizure, the right to silence, watch-house and bail procedures.
 How are criminal matters prosecuted? i.e. committal and summary proceedings,
trial by judge and jury, legal representation, criminal trial process
 What are types of offences? i.e. against person, property, drug, motor vehicle and
public interest.
 What are the consequences of conviction? e.g. defences available to accused
persons, theories of punishment and sentencing, sentencing orders, criminal record,
restitution and compensation, victim impact statements.
 What issues surround young offenders?
Legal Studies 2013
Sample unit of work: Crime
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 5
Learning
experiences are
developed based
on the relevant
subject matter
from the identified
areas of study.
Subject matter
that develops the
unit of work
inquiry is clearly
identified.
Learning experiences
Explain the term ‘crime’. Explain the relationship between cause and effect.
Brainstorm the factors that define the term ‘criminal’. Explain whether or not a criminal is
someone who has consciously committed an offence.
Select some criminal offences and analyse these criminal offences. Identify the category of
crime these offences fall into and their severity.
Prepare a comparative table which highlights the similarities and differences between
summary and indictable offences.
Identify some strategies that can be used to prevent crimes occurring. Define situational
and social prevention crimes. Select and organise the examples into situational or social
preventions. Explain the reasons for each categorisation.
Investigate to what extent police have powers in the criminal process. Prepare a summary
PowerPoint presentation to communicate the findings.
Examine the process by which crimes are reported and investigated. Represent the process
by selecting and organising information in a flowchart.
List the different courts and describe the types of cases that each court hears. Identify some
specific circumstances where matters are moved from one court to another. Explain why
this occurs.
Clarify the differences between the adversary system and the inquisitional system. Evaluate
and decide which system is the most just and equitable. Debate the differences in small
groups.
Discuss the relationship between the onus of proof and standard of proof. Analyse the
implications of burden of proof on the obligation of the state prosecutor to prove the
accused guilty beyond reasonable doubt. Explain the impact of this requirement on the
court system.
Compare and contrast the advantages and disadvantages of the jury system.
Specific inquiry
tasks are
developed
as learning
experiences.
Investigate whether the criminal trial process is an effective means of achieving justice.
Prepare a letter to the editor which outlines the decisions reached.
 Define and describe the criminal trial process
 Explain the concept of justice
 Select and organise some secondary sources of information (including example case
studies). Possibly include research or information gathered from a visit to a court to follow
criminal proceedings.
 Identify and analyse the different stakeholders involved in the criminal trial process
 Identify the different legal issues surrounding the criminal trial process
 Evaluate the criminal trial process to determine if it is just and equitable
 Justify the decisions made.
Outline the factors which affect the exercise of judicial discretion in relation to sentencing.
Examine the role of the victim in relation to sentencing? Describe why this is important.
Learning
experiences
should be
developed in order
to prepare the
students for the
selected
assessment.
Identify and define the different types of penalties, rank the severity of these penalties.
Evaluate the role of different penalties in the criminal process.
Describe some examples of the use of different penalties and analyse why these penalties
were imposed. Provide case studies or examples of each type of penalty.
Examine the role of diversionary programs in preventing crime.
Legal Studies 2013
Sample unit of work: Crime
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 5
Learning
experiences are
developed based
on the relevant
subject matter
from the identified
areas of study.
Learning experiences
Describe the impact of post-sentencing considerations upon the achievement of justice.
Debate the positives and negatives of prison as a form of punishment.
Brainstorm and list the range of issues that relate to the different ages of criminal
responsibility below 18.
Explain the rights and responsibilities of young offenders in the criminal justice system.
Evaluate the impact of the criminal proceedings for young offenders.
Possible assessment idea
Dimensions and
objectives are
selected based on
the assessment
task. Teachers
develop an
instrumentspecific standards
matrix based on
the selected exit
standards.
Dimensions
and objectives
Knowing and understanding the law
 define and describe facts using legal terminology
 communicate meaning using language conventions to suit purpose and
audience
Investigating legal issues
 analyse legal situations to identify and examine legal issues and
stakeholders’ perspectives
 apply legal concepts and processes to legal issues to determine legal
outcomes
Responding to the law
 evaluate the law and stakeholder responses
 make decisions and recommendations about legal outcomes and their
implications
 justify decisions and recommendations using evidence and legal
reasoning
Assessment
technique and
conditions match
syllabus
requirements.
Assessment
technique
Examination
Assessment
conditions
1–1.5 hours
Short-response test — 50–250 words per response
Extended response test — 400–600 words per response
Assessment task
should align to
the identified
dimensions and
objectives above.
Assessment
task
Short-response items — a number of case studies requiring the
application of knowledge and understanding to determine the appropriate
application of the law (e.g. applying principles of negligence)
Extended response item — essay response to an evaluative question
such as ‘Evaluate the effectiveness of sentencing and punishment in
achieving justice.’
Legal Studies 2013
Sample unit of work: Crime
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 5
Possible assessment idea
Research focus
questions should
be developed
into inquiry tasks
to allow the
evidencing
of selected
dimensions and
objectives.
Dimensions
Knowing and understanding the law
 define and describe facts using legal terminology
 explain legal concepts and processes
 communicate meaning using language conventions to suit purpose
and audience
Investigating legal issues
 select and organise legal information from sources
 analyse legal situations to identify and examine legal issues and
stakeholders’ perspectives
Responding to the law
 evaluate the law and stakeholder responses
 make decisions and recommendations about legal outcomes and their
implications
 justify decisions and recommendations using evidence and legal
reasoning
Assessment
technique
Extended research response
Assessment
conditions
Written report
800–1000 words
Assessment
task
Possible research focuses could include:
 Is the criminal investigation process effective in achieving justice?
 Why should juvenile offenders be treated differently from adult
offenders?
 Australia’s juvenile reconviction rate is too high
 Age of criminal consent: 16 or 18?
 Should children be charged with their crime?
Resources
 NSW HSC online resources —
http://hsc.csu.edu.au/legal_studies/structure/crime/4076/trial_process.htm
 Juveniles’ contact with the criminal justice system in Australia, K Richards, Monitoring Report No. 7,
Australian Institute of Criminology, 2009, p 22; available at www.aic.gov.au
 Young people and crime, Hot Topics 73, Legal Information Access Centre (LIAC) 2011 —
www.legalanswers.sl.nsw.gov.au/hot_topics/pdf/youngpeople_crime_73.pdf
 NSW State Library Crime — http://guides.sl.nsw.gov.au/content.php?pid=242813&sid=2271348
 NSW State Library — Find Legal Answers —
www.legalanswers.sl.nsw.gov.au/students_teachers/index.html
Legal Studies 2013
Sample unit of work: Crime
Queensland Curriculum & Assessment Authority
February 2015
Page 5 of 5