Commerce for Australian Citizens teaching program
Page 1
Core 2.1 Law and society
Focus
Resources
Students develop an understanding of how laws affect individuals and groups
and regulate society.
Brian Parker Commerce for Australian Citizens, MEA Melbourne 2004
www.lawlink.nsw.gov.au
www.lawsocnsw.asn.au
www.legalaid.nsw.gov.au
www.atsic.gov.au
Time allocation
20 indicative hours
Outcomes
A student:
5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts
5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
Students learn about:
The legal framework


reasons for laws
the legal system
Students learn to:




explain the need for laws in society
examine the rules and regulations
applied in schools and explain the
similarities and differences with
established laws in society
explain how rules, institutions and
professional people contribute to the
operation of the legal system
assess how laws empower individuals
and groups in our society
Integrated teaching, learning and
assessment
Evidence of learning/feedback
Teacher:
- brainstorms reasons for laws (CAC, p
193)
- discusses the origin of laws (CAC, p
193)
- provides list of ‘what is a good law?’
(CAC, p 193)
- discusses how school rules reflect laws
in society (CAC, p 194)
Students:
- outline why we need laws
- explain how laws are different from
rules
Students’ outline demonstrates their
understanding of the reasons for laws.
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Teacher provides oral feedback commenting
on students’ reasons.
Explanation of how laws differ from rules
indicates that students have examined the
rules and regulations applied in schools.
Teacher checks answers, providing oral
feedback.
Commerce for Australian Citizens teaching program
Page 2
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design a cartoon strip illustrating
anarchy
Cartoon strip demonstrate students’
assessment of how laws empower
people.
Teacher provides written feedback
commenting on the students’ examination of
the role of law in society.

court structure

graphically represent the structure of
court hierarchy and explain the role of
court personnel
Teacher:
- uses an OHP to display Australia’s court
hierarchy (CAC, p 199)
- explains the role of court personnel
(CAC, p 204)
Students:
- complete their own diagram to explain
the structure of the court hierarchy
- explain the difference between a solicitor
and a barrister; identify and explain the
role of court personnel
Students’ diagram shows that they
understand and can represent the court
structure.
Teacher checks the diagrams to check for
accuracy.
Students’ explanation and identification
demonstrates their knowledge of court
personnel.
Teacher checks explanations and
identifications for accuracy, providing oral
feedback as task is completed.

juries.


explain the process of being summoned
for jury duty
evaluate the role of juries
Teacher:
- outlines jury duty (CAC, p 204)
- discusses the value of having a majority
decision in a jury (CAC, p 205)
- organises and adjudicates a class mock
trial
Students:
- explains what jury duty is and evaluate
its significance
- conduct a mock trial (CAC, p 206); at its
conclusion, evaluate the role of juries
Students’ explanation and evaluation
demonstrates their understanding of the jury
system.
Teacher provides oral/written feedback,
commenting on students’ analysis of the
rights and responsibilities of individuals in
this legal context.
Mock trial demonstrates students’ ability to
apply legal concepts and terminology in a
variety of contexts.
Teacher provides written and oral feedback
commenting on students’ application of their
knowledge of the jury and court systems.
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Commerce for Australian Citizens teaching program
Areas of law


classifying laws
how laws are made
- common law
- statute law
- constitutions





identify the difference between public
and private law
identify the key differences between
criminal and civil law
investigate the difference between judgemade law and parliament-made law
using cases
examine how a bill becomes a law using
a contemporary example
distinguish between the role of the
Federal and State constitutions in
guiding law-making
Page 3
Teacher:
- explains the system of common law
(CAC, p 195)
- introduces the concepts of criminal and
civil law (CAC, p 201)
- outlines statute law and judge-made laws
(CAC, p 195 and 198)
- uses an OHP to illustrate the passage of
a bill (CAC, p 296)
- provides a summary of the role of the
constitution in law-making (CAC, p
196–197)
Students:
- briefly explain how Australia’s legal
system developed
- using given examples identify cases as
criminal or civil
- use a flow diagram to illustrate the
passage of a bill; conduct a role-play to
demonstrate the passage of a bill in your
class
- evaluate the purpose of the Constitution
in relation to our legal system
- explain what a judge-made law is and
the associated terminology
Students’ explanation of how the legal
system developed indicates their knowledge
of common law.
Teacher provides oral feedback, commenting
on students’ level of understanding.
Application of knowledge of criminal and
civil cases demonstrates students’ ability to
classify laws.
Teacher provides oral check of accuracy of
answers.
Students’ flow chart, role-play and evaluation
show that they have examined the passage of
a bill and understand the purpose of the
constitution.
Teacher provides oral and written feedback
on the students’ explanation of legal
information using a variety of forms.
Explanation of judge-made laws
demonstrates students’ understanding of how
laws are made.
Teacher provides oral feedback commenting
on the correct application of legal concepts
and terminology.
the relationship of laws to values, morals
and ethics
 how laws are changed



critically assess whether laws reflect the
values of our society
discuss why laws change, how they
change and the effect of the changes
using contemporary case studies
examine the political process leading to
legislative change
Teacher:
- discusses the case of human embryo
research and law-making (CAC, p 207);
supervised heroin injecting rooms (CAC,
p 208); Aboriginal law and Aboriginal
land rights (CAC, p 210–212)
Students:
- in groups, develop arguments for and
against human embryo research
- explain how the law was changed to
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Students’ work on the human embryo
research, drug injecting rooms and
Aboriginal law demonstrate their ability to
critically assess whether laws reflect values
in our society, and how and why they change
as well as the role of politics.
Teacher provides written comment on
students’ report and presentations
commenting on their research, assessment
Commerce for Australian Citizens teaching program
Page 4
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-
Using the legal system


accessing the law
cost
time
procedures
language
issues of fairness in using the law


keep pace with scientific and
technological developments
research and write a one-page report
assessing heroin injecting room trials
both here and overseas
in groups prepare a presentation on one
of the following topics: Aboriginal
reconciliation; an Aboriginal treaty;
Aboriginal deaths in custody; or the
stolen generation
Teacher:
identify groups which may experience
difficulties in achieving equal access to - introduces the concept of equity and the
law (CAC, p 209)
the law
- gives example of organisations which
evaluate the effectiveness of attempts
assist in gaining better access to the legal
within the legal system to address issues
system for the disadvantaged (CAC, p
of unequal access to the law
209–210)
Students:
- explain what is meant by the principle of
equity in the law
- in groups, use the internet to investigate
and evaluate the role of one of the legal
aid groups. Present your findings to
other groups
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
and explanation of legal information.
Explanation of equity and the law shows
students’ knowledge of the issue of accessing
the law for different groups.
Teacher provides oral/written feedback for
explanations.
Students’ research and presentations indicate
their ability to evaluate the issue of unequal
access to the law.
Students’ provide peer assessment of each
groups’ presentation, commenting on their
evaluation.
Commerce for Australian Citizens teaching program
Page 5
Option 8 Law in action
Focus
Resources
Students examine the rights and responsibilities of individuals in a range of
situations in which they may come in contact with the law.
Brian Parker Commerce for Australian Citizens, MEA Melbourne 2004
www.kids.nsw.gov.au
www.abs.gov.au
Time allocation
15-25 indicative hours
Outcomes
A student:
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
Students learn about:
Students learn to:
Contact with the law
 the nature of legal capacity
 contact with criminal law



identify the ages when various rights and
responsibilities are granted by the law
research areas of the law that affect
young persons
identify when a young person is
considered to be an adult in different
criminal situations
Integrated teaching, learning and
assessment
Evidence of learning/feedback
Teacher:
- provides examples of the ways that
young people may come in contact with
the law (CAC, p 214–217)
- provide access to computers
Students:
- identify the difference between moral
and legal responsibilities
- explain given terminology
- use the website of the NSW Commission
for Children and Young People
(www.kids.nsw.gov.au) to investigate
and present one of the reports on this site
Students’ identification of differences
between moral and legal responsibilities
allows them to examine the role of law in
society.
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Teacher provides oral feedback commenting
on the validity of students’ responses.
Use of the website allows students to
research and identify the nature of legal
capacity for young people.
Teacher gives oral/written feedback
commenting on students’ ability to identify
the ages when young people are affected by
Commerce for Australian Citizens teaching program
Page 6
the law and what areas affect young people.

elements needed to be proven for a
person to be convicted of a crime
punishment for crime





-
contact with the civil law
contracts
negligence





use a range of cases to examine the
levels of responsibility that apply to
young people as
accused
witness
victim
identify the elements which must be
proven for someone to be convicted of a
crime
discuss appropriate punishments for a
range of crimes
investigate how the same incident may
give rise to both civil and criminal action
investigate the capacity of a young
person to enter into different types of
contracts
identify situations where civil law can
hold young people responsible for their
actions
use legal cases to discuss situations
where businesses can be found to be
negligent in a legal sense
examine remedies for negligence
Teacher:
- outlines law enforcement (CAC, p 223–
225) and what to do if arrested (CAC,
p 225)
- outlines what it means to go to prison
(CAC, p 217)
- provides a summary of alternatives to
prison (CAC, p 217–219)
- discusses the Children’s Court (CAC,
p 218–219)
Students:
- explain given terminology
- use a flow chart to illustrate how an
arrest is made and how a charge is
brought against someone
- examine what happens when a young
person is convicted of a crime
- outline the alternatives to prison
- use the ABS website (www.abs.gov.au)
to access and record statistics on youth
crime
Students’ flow chart and examination
demonstrates their knowledge of the
elements needed to be proven for a person
convicted of a crime and the levels of
responsibility that apply to young people.
Teacher:
- introduces the concept of liability (CAC,
p 219)
- provides outline of young people and
contracts, and torts (CAC, p 220)
Students:
- explain the meaning of liability and what
it means in practice
- give an example of an incident in which
both criminal and civil proceedings are
involved
- use the given scenario to discuss
negligence and its consequences
Examples demonstrate students’ ability to
investigate how an incident can give rise to
civil and criminal action.
Teacher provides oral/written feedback
commenting on students’ ability to identify
the elements of a crime and the levels of
responsibilities of young people.
Outline of alternatives to prison gives an
indication of students’ ability to discuss
appropriate punishments for a range of
crimes.
Teacher provides oral feedback commenting
on the quality of students’ discussion of
appropriate punishments.
Teacher checks students’ answers.
Explanation by students demonstrates their
understanding of young people and contracts.
Teacher provides oral/written feedback
commenting on students’ understanding of
the legal standing of young people and
contracts.
Students’ discussions demonstrate their
understanding of the key factors affecting the
legal issues of negligence.
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Commerce for Australian Citizens teaching program
Page 7
Teacher provides oral/written feedback
commenting on the students’ understanding
of the issue of negligence for businesses and
remedies for negligence.
Rights and responsibilities


individual rights and responsibilities in
different situations
- commercial, family, work, offender,
victim, witness, defendant/plaintiff
 protection provided by the law


investigate and outline the rights and
responsibilities of individuals in a range
of situations
examine the ways in which children are
protected under the Convention of the
Rights of the Child
use cases to examine how the law
provides protection for individuals in a
particular situation—family,
commercial, work
Teacher:
- gives examples of a range of rights and
responsibilities of people in given
situations (CAC, p 220–221)
- display UNICEF’s home page for the
Convention (CAC, p 221)
- outline the UN Declaration of Human
Rights (CAC, p 221–222)
Students:
- explain the difference between rights and
responsibilities
- list the rights and responsibilities for
each member of your family
- examine the role of the UN in protecting
the rights of young people
- in groups, list the rights and
corresponding responsibilities in
different situations (workplace, family,
courtroom etc.)
Students’ explanation and list shows that they
have investigated and outlined individual
rights and responsibilities in different
situations.
Teacher provides oral/written feedback
commenting on students’ explanation of legal
information.
Examination of the role of the UN gives an
indication of the students’ ability to examine
how children are protected.
Teacher provides oral/written feedback
commenting on students’ examination.
Group work shows students are able to use
cases to examine how the law protects
people.
Teacher provides oral/written feedback
commenting on students’ ability to work
collaboratively and to apply legal
information.
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Commerce for Australian Citizens teaching program
Resolving disputes

-
methods of resolving disputes
police
courts
community conferencing
mediation and conciliation
tribunals
Current issues

current issues relating to the law in
action


identify the range of options for dispute
resolution
evaluate the effectiveness of different
methods of resolving disputes
Page 8
Teacher:
- provides outline of disputes and methods
of resolution (CAC, p 222)
Students:
- evaluate methods of dispute resolution
- conduct a role-play in which mediation
is used to settle the given disputes
Students’ evaluation and role-play
demonstrates their ability to identify and
evaluate options for resolving disputes.
Teacher provides oral feedback to check
students’ options.
Role-plays can be assessed by peers
commenting on the range of options
identified and the clarity of the evaluation of
these options for dispute resolution.

compile a media file of appropriate
current issues for discussion and report
Teacher:
- discusses community safeguards e.g.
Neighbourhood Watch, Crime Stoppers,
ICAC etc (CAC, p 226–227)
- discusses family law (CAC, p 228–229)
Students:
- compile an annotated electronic media
file of one current issue. Present your
file to the class
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Students’ electronic media file and
presentation demonstrates their knowledge of
current issues relating to the law in action.
Teacher provides written comment giving
feedback on the selection and annotation of
articles and the level of understanding of the
issue displayed in their discussion.
Commerce for Australian Citizens teaching program
Page 9
Option 6 Political involvement
Focus
Resources
Students develop an understanding of how political processes operate at various Brian Parker Commerce for Australian Citizens, MEA Melbourne 2004
levels and how they can be involved in these processes to achieve desired
www.aec.gov.au
outcomes.
Time allocation
15-25 indicative hours
Outcomes
A student:
5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
Students learn about:
Structure of government


federal, state and local
levels of government responsibility
Students learn to:

describe the roles and responsibilities of
the various levels of government
Integrated teaching, learning and
assessment
Evidence of learning/feedback
Teacher:
- outlines the three main features of
government in Australia (CAC, p 230)
- uses an OHP to display the three levels
of government in Australia and their
responsibilities (CAC, p 232)
- outlines the role of the House of
Representatives and Senate in the federal
government, including plans of each
(CAC, p 233–234)
- introduces the concepts of the
Legislative Assembly and Legislative
Council in the state government (CAC,
The summary demonstrates students’
understanding of Australia’s system of
government.
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Teacher checks summary for accuracy.
Table shows that students’ can identify the
roles and responsibilities of the levels of
government in Australia.
Teacher checks tables for accuracy.
Explanation, completion of tables and local
Commerce for Australian Citizens teaching program
Page 10
p 235)
displays the local government structure
and the calculation of rates (CAC, p 236)
Students:
- complete a prose activity to summarise
Australia’s system of government
- construct a table to describe the three
levels of government and their levels of
responsibility
- explain the differences between the
federal and state/territory governments
- use a table to outline the role of the two
house in the federal government
- complete the table of federal and state
governments positions using the relevant
websites
- outline the roles of the given positions in
the state government
- complete a do-it-yourself local council
kit. Choose a means of presenting this
information to the class
council kit demonstrate students’
understanding of and ability to describe the
roles and responsibilities of the various levels
of government.
Teacher:
- brainstorm issues that concern the
community and how to take on political
issues (CAC, p 240)
Students’ concept map gives an indication of
their awareness of the issues that concern the
community and how to take political action.
-
Political action


issues that concern the community
how to take action on political issues
- individual action
- political parties
- lobby groups
- media


identify key issues at different levels of
government that affect the lives of
individuals, young people and groups
research and report on methods of
political action taken by individuals and
groups
Teacher provides oral and written feedback
to comment on the depth of students’
understanding of the roles and
responsibilities of the various levels of
government.
Teacher checks and displays concept maps
See Chapter 13 for a more comprehensive for general reference.
treatment on participating in a democracy.
Students:
- complete a concept map of issues
and political actions
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Commerce for Australian Citizens teaching program
Decision-making
 organisations which make decisions that 
impact on the community
- government organisations

- businesses
- welfare organisations
- media

 processes involved in decision making
Participation in the democratic process

right to vote


Methods of voting





Teacher:
identify the impact of decisions made by - discusses decisions made by
governments and other organisations
various organisations on different groups
(CAC, p 241)
in the community
Students:
discuss the influence of particular
- explain how the decisions of different
organisations in the community on
groups in the community interact with
different groups
each other
explain how governments make
decisions
Explanation gives an indication of students’
knowledge of decision-making bodies and
the processes involved in decision making.
Teacher:
identify which individuals have the right - introduces the concept of democracy
(CAC, p 241)
to vote
explains how an election is conducted
investigate how an election is conducted
(CAC, p 242–244)
- provides information from the Electoral
Office (CAC, p 245)
Students:
- identify who has the right to vote
- use the Australian Electoral Commission
website (www.aec.gov.au) to investigate
how an election is conducted
Identification by students demonstrates that
they know who has the right to vote.
outline the range of voting methods
first past the post
preferential
optional preferential
proportional
Role and function of political parties

Page 11
identify the major similarities and
differences between political parties
Teacher provides written feedback
commenting on the clarity of the students’
explanation.
Teacher checks identification for accuracy.
Investigation by the students demonstrates
their ability to research legal information
using a variety of sources and their
knowledge of the election process.
Teacher provides oral feedback as students
complete their research.
Teacher:
- using examples explains the methods of
voting (CAC, p 247–250)
Students:
- discuss the advantages and
disadvantages of each voting method
- conduct a mock class election using the
preferential voting system (CAC, p 251)
Students’ discussion and mock trial
demonstrate their understanding of the
methods of voting.
Teacher:
- display a summary of the main political
parties in Australia (CAC, p 252)
- introduce the concept of a two party
system
Students:
- create a table with the headings political
party, philosophy and current leader
- form a new political party, develop
Creation of table shows that students can
identify the similarities and differences
between political parties.
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Teacher comments on the level of
understanding of the methods of voting and
the students’ ability to explain legal
information using a variety of forms using
oral/written feedback.
Teacher uses class contributions to create a
comprehensive summary on the board.
Development of a political party with a
platform demonstrates students’ knowledge
Commerce for Australian Citizens teaching program
Page 12
policies and a party platform
of the role and function of political parties.
Teacher provides oral feedback commenting
on the clarity and relevance of the party and
its platform.
Role and strategies of pressure groups

rights and responsibilities of individuals
and groups in the democratic process


identify key pressure groups and the
strategies they use to achieve a goal
design an appropriate action plan to
influence the decision-making process
for an important community issue
Teacher:
- using examples, outline the role and
strategies of pressure groups and lobby
groups (CAC, p 254–258)
- discusses the rights and responsibilities
of those in the democratic process (CAC,
p 259)
Students:
- identify and evaluate the most effective
pressure groups
- write a letter to your local MP about a
local issue of concern to you
- outline the aims of the Women’s
Electoral Lobby
- select an important community issue and
design an appropriate action plan to
influence the decision-making process
Identification and evaluation demonstrates
students’ knowledge of the role and strategies
of pressure groups.
Teacher provides oral/written feedback
commenting on the clarity of the students’
responses.
Letter and outline of lobby groups give an
indication of the students’ knowledge of the
rights and responsibilities of individuals and
groups in the democratic process.
Teacher provides written comment on the
students’ ability to identify the rights and
responsibilities in the democratic process.
Students’ action plans shows that they can
influence the decision-making process for an
important community issue.
Peer assessment can be used to comment on
how appropriate and influential the action
plans are.
Current issues

current issues involving the political
process

identify, monitor and report on a current
issue relating to the political process
Teacher:
- brainstorm current political issues
Students:
- select a current issue involving the
political process and report on the way it
is being covered in the media
Published by Macmillan Education Australia. © Macmillan Education Australia 2004.
Students’ report demonstrates their
understanding of a current issue involving the
political process.
Teacher provides written feedback
commenting on the students’ ability to
research, assess and clearly explain this
current issue.