Curriculum 1A – ASSIGNMENT 2

RATIONALE + STAGE 5 UNIT OF WORK

102087 – 2018 – 2H

MICHAEL CARMONA

15090573

SUBMIT: 4/10/18

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

RATIONALE
Description of the learners
The unit of work I have created is for a stage 5 (mixed year 9 & 10) class in commerce, delivered at a school with an ICSEA value of approx. 930, based in south-west Sydney,
with approx. 60% of students coming from a non-English speaking background (a basic description of where I am currently undertaking my first teaching prac block).

Unit of work title: law and society – 5 weeks

Pedagogical approach
In planning for this unit of work, my philosophical approach has been shaped by the following findings in my research.

1. There is no such thing as a normal child

The idea that any student can be classed as a quote “normal students” is a myth. This is evident when the differences in abilities and skills from students within a “category
or class” of students, can differ with a wider range, than the average of each category (Baglieri, Bejoian, Broderick, Connor & Valle, 2011). We can never assume a student’s
ability or skills based on the subcategory we believe they belong to or identify with. As teachers, our approaches to teaching must have this idea clearly in mind, in order to
ensure that all students have equal and optimal access to the learning activities the class will be engaged with.

2. Universal design for learning approach

This is an approach where teachers need to take the required learning outcomes from the subject syllabus, and ‘translate’ them into learning tasks that are meaningful and
accessible to all the students of a given classroom (Loreman, Deppeler & Harvey, 2011). With this idea forming the basis of my unit planning, I should be able to ensure that
any given curriculum’s required learning outcome, will be available to the students they are required to reach.

3. More than one way to teach and to assess students

Given the wide variety of abilities and skills of even the most homogenous classes, teachers need to ensure that their teaching methods are not limiting to any student in
the class. And just as no two students learn the same way, students need to be given the chance to demonstrate their learnings of the classroom content in ways that are
suitable to them (Theoharis, Causton-Theoharis. 2011). The unit must be differentiated in the way it is delivered to students to learn, as well as the way they are assessed
for their learnings from this unit.

4. A teacher’s attitude will have a significant effect on the classroom’s inclusive learning environment.

The attitude of the teacher towards the ideals of inclusion (and its importance) will have a profound influence on the effectiveness of the teaching program (European
agency for development in special needs education, 2001). Teachers who simply see their classes as a combination of predominately “normal students”, mixed in with a few

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

“low need” and 1 or 2 “high need” students, who will need an adjusted, parallel delivered curriculum, will miss the point of inclusive teaching, and may have students fall
through the ‘gaps’ in their teaching method.

I believe that by using these key ideas in my unit planning, I will be able to create a unit of work that will be accessible and engaging to all students, and allow them to reach
their full potential in achieving the curriculum outcomes required.

References

Baglieri, S., Bejoian, L., Broderick, A., Connor, D., & Valle, J. (2011). [Re]claiming "Inclusive Education" Toward Cohesion in Educational Reform: Disability Studies Unravels
the Myth of the Normal Child. Teachers College Record, 113(10), 2122-2154.

European Agency for development in special needs education (2001). Inclusive education and effective classroom practices. C.J.W Meijer (ed). Odense C: Ostre Stationsvej,

Loreman, T., & Deppeler, Joanne, , author. (2011). Inclusive education: Supporting diversity in the classroom (2nd ed.).

Theoharis, G., & Causton‐Theoharis, J. (2011). Preparing pre‐service teachers for inclusive classrooms: Revising lesson‐planning expectations. International Journal of
Inclusive Education, 15(7), 743-761.

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

 UNIT OUTLINE
Subject: Law and Society Course: Stage 5 Commerce (Year 9 & 10)
Unit title: Law and Society
Key Concepts/ Big Ideas
Why do we have laws?
A history of Australia’s laws.
How does the legal system work?
The classifications of laws
How are laws made and changed?
Values, morals & ethics. How do they shape our
laws?
Knowing my rights.
Issues with the fairness of legal system.
Unit context within Scope and Sequence/Purpose
Students are currently completing the 1-year version
of this course and this is the final core unit to be
taught (they have already learnt ‘Personal Finance’,
‘Consumer Choice’ & ‘Employment issues’). The
selective units completed already are ‘E-Commerce’
and ‘Travel’. Therefore, students should already
have a strong foundation of commerce terms and
theoretical understandings.
This is the second last unit of work to be studied
before the selective unit ‘Our Economy’ is studied.
By Michael Carmona – 15090573 Curriculum 1A 102087
Number of Weeks: 5 weeks
(20 hours)
The importance of this learning
This unit of work will introduce students to the Australian legal system and how it affects them
and greater society.
They will learn about the history of laws, and how laws are created and changed.
Students will finish this unit with an understanding of the importance of laws, how laws work,
how they can investigate different legal issues to know their rights as students and individuals &
how the law directly and indirectly affects the themselves and other citizens/residents of
Australia.
Syllabus Outcomes – Universal design for learning approach (Black is the translated version, and
red is the set required learning outcomes)
• 5.1 – Students know when and how to use the correct legal terms across a variety of settings
(applies consumer, financial, business, legal and employment concepts and terminology in a
variety of contexts)
• 5.2 – Students understand and evaluate the rights and responsibilities of individuals in
relation to their consumer, financial, commercial and employment rights (analyses the rights
and responsibilities of individuals in a range of consumer, financial, business, legal and
employment contexts)
• 5.3 – Students understand why we need the law (examines the role of law in society)
• 5.4 – Students will examine important issues regarding legal decisions (analyses key factors
affecting commercial and legal decisions)
• 5.5 – Students will examine options to solve various legal issues (evaluates options for
solving commercial and legal problems and issues)
• 5.7 – Students will investigate the law in a variety of ways (researches and assesses
commercial and legal information using a variety of sources)
• 5.8 – Students will investigate legal information in a variety of ways (explains commercial
and legal information using a variety of forms
• 5.9 – Students will learn to work both independently and in groups to meet set challenges
(works independently and collaboratively to meet individual and collective goals within
specified timelines)
Assignment 2 Date: 4/10/18
 Literacy Focus
-Written exercises will be
assessed not only as
demonstration of knowledge
and understanding, but
clarity in the communication
of their ideas and
understandings
-Discussions based on
classroom readings/case
studies will allow students to
show their ability to
understand a variety of
texts, and their ability to
participate in the
conversations.
Classroom Activity key
Ꙍ – Whole class activity
Ḻ - Literacy Focus
Week/ Syllabus Content
Sequence
By Michael Carmona – 15090573
Numeracy Focus ICT Focus Differentiation
-N/A -Students will use computers -Use a variety of formative assessments to gain an
to research different types of understanding of student’s strengths and abilities to better
information shape classroom learning instructions
-Students will be given the -Tailored learning instructions to cater for students of
opportunity to use ICT to different abilities (Additional tasks for capable students, who
present their understandings need to be engaged by the teacher to want to take on
of content in this unit of additional tasks & additional support programmes for
work students who might require it)
-Using a combination of discussions, video, and literature to
present information to students, in order to have more than
one method of delivering/teaching information to students.
-Creating learning experiences that will engage with the
student’s personal interests
-With all classroom discussions, it is the responsibility of the
teacher to ensure the class hears from every student at least
once throughout this unit of work (all ideas are valid in the
learning environment).
₲ - Group work activity ĺ – Individual work activity ₣ - Formative Assessment
Ṉ - Numeracy Focus ICT – Information Technology Focus Ḑ - Differentiation
Teaching and Learning Strategies including assessment Resources
for learning.
Curriculum 1A 102087 Assignment 2 Date: 4/10/18
 WK 1 – 5 Discussion: What would it be like if we had no laws in our
lessons Why do we have laws? community?
The legal Framework Open classroom discussion. Ask students to make
- Reasons for laws suggestions and note down ideas on the board Ꙍ

Writing task: students are to write 1-2 paragraphs about

why we need laws and what could happen to one of their
favourite activities or pastimes if the laws was removed.
Students with literacy difficulties can be paired up with
other students at the teacher’s discretion to complete the
task. ĺ – & Ḻ - & Ḑ -

Need for laws: State the three core needs laws provide to
society - (1) Protection, 2) Freedom, 3) Dispute resolution).

Group work: In groups of 3-4, hand students a copy of the Copy of school’s rules for discussion. (Fig. 1)
school’s rules and asked them to select 3 rules to change,
and why they could be changed, without failing any of the
three needs for rules (stated above) – Groups can be
created by the teachers to ensure any student needs are
compensated for in the group ₲ & Ḑ -

Presentation: Students who are confident enough can

read their written work out load to the rest of the class.
Students who may have difficulties with public specking
can ask the teacher to read their work Ḑ -.

A history of Australia’s The laws before Cook:

laws Group reading: have students read “The land and the lore” “The land and the lore” - http://www.workingwith
- Traditional aboriginal laws to have a group discussion about the laws before the indigenousaustralians.info/content/
and customs British colonised Australia. Discuss similarities and Culture_4_The_Law_and_the_
differences between these laws and today’s laws. Ꙍ Lore.html (Fig 2)
Give students a copy of “Two laws, one land” which the
above classroom reading task is derived from, for those “Two laws, one land” -
wanting to know more about this issue. Ḑ - https://app.lms.unimelb.

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

 edu.au/bbcswebdav/xid-
2413005_2 (fig 3)

Introduction of British law: Chapman, S., & Freak, Malcolm, author. (2013).
Read pg. 78 – 79 of “New concepts in Commerce” New concepts in commerce (Third ed.).
(Chapman & Freak, 2013) and complete the “Understand”
activities on page 79. Written answers will need to be
handed to the teacher for assessment. ₣ - & ĺ – & Ḻ -

WK 2 – 4
lessons How does the legal system Who are the stakeholders in the legal system? As a class,
work? discuss with the students who are the main contributors to
- The legal system servicing the legal system in Australia and what activity
they actually do in the legal system for society Ꙍ
An example of the main stakeholders should include;
- Parliament
- Police
- Courts
- Legal advisers
- Prisons

In groups, have students write 1 paragraph each for at

least 3 declared stakeholder from the class generated list
and how they serve their separate need for the laws
(referred to the “Needs for laws” from previous classes –
from “Why do we have laws”). Ḻ - ₲

Students can choose to demonstrate their understanding

by reading out/presenting their answers to the class if they
so wish. Ḑ -

The System: Watch as a class the video, “The Australian “The Australian legal system” -
legal system”. Point out to students how this system https://youtu.be/g3qDRMfvzB0

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18


- Court structure
- Juries
By Michael Carmona – 15090573
relates to the British legal system (referring to previously
taught content).
“Separation of powers: Parliament, Executive &
Hand students the “Separation of powers: Parliament, Judiciary” - https://www.peo.gov.au/uploads/
Executive & Judiciary”, to be read and discussed as a class. peo/docs/factsheets/separation_
Ꙍ powers.pdf (Fig 4)
Have discussion to assess classrooms level of
understanding of the content so far in this unit. Ꙍ ₣ The Court structures
The Court Structure: Explain and discuss the four different http://www.courts.justice.nsw.gov.au/ (Fig 5)
levels of courts in Australia (Local, District, Supreme &
High) as well as the roles of different courtroom personnel
and their function. Students can visit lawstuff.org and play
the who’s who game to learn the different personnel in http://www.lawstuff.org.au/nsw_law/courtstuff
the courtroom. Student will then use a computer to visit (Referred to several times – home pages seen as fig
http://www.courts.justice.nsw.gov.au/ and in groups of 3- 6)
4, make a visual representation of the court hierarchal
system. Ḑ - ₲ ICT ₣
Student may also choose to use the website resource as a
tool to investigate and summarise a recent court case
heard in a NSW Court in a 1 page typed document. Must
include the court level and key personnel involved (their
names and roles in the court proceedings). Ḑ - Ḻ - ICT ₣
Juries: Students will use computers and go to the website Juries
http://www.courts.justice.nsw.gov.au/Pages/cats/jury_ http://www.courts.justice.nsw.gov.au/Pages/
service/jury_service.aspx and answer the following cats/jury_service/jury_service.aspx (fig 7)
questions.
- Explain how juries are selected.
- List the people who are exempted from jury duty
- What types of cases are juries involved in?
- What is the pay rate for jurors?
Ḻ - ĺ – ICT
Curriculum 1A 102087 Assignment 2 Date: 4/10/18
 WK 3 – 5
lessons The classification of laws Classification of laws: Watch a video on Youtube defining Classifications of laws
Areas of law public and private laws https://youtu.be/IgVxHtRm5fo. https://youtu.be/IgVxHtRm5fo
- Classifying laws Then, hand out the article from Lawstuff.org.au to learn
about Suing, being sued, Civil and Criminal law. http://www.lawstuff.org.au/nt_law/topics/being-
Followed by a classroom discussion. Ꙍ ₣ sued (refer to fig 6)

Assessment task
Students will need to investigate 3-4 news stories, less Suggested websites;
than 12-months-old, and classify them as either examples Smh.com.au
of breaches/disputes relating to Civil or Criminal law. Must Dailytelegraph.com.au
have at least 1 of each, and must provide a written Abc.net.au/news
justification for who they represent that classification. Sbs.com.au/news
Students my complete individually or in pairs with
teacher’s discretion (allow for students with potential
shortcomings in ability to research – language difficulties
and/or availability/access to at home computer/internet).
Students will be assessed on their ability to
understand content, rather than literacy skills. Students
can also choose to present their assignments as a written
document, creative poster, class presentation or
multimedia format. Ḑ, ĺ – or ₲, ₣ -, ICT

Sources of Law
How are laws made and Sources of law: In classroom discussion, explain the https://youtu.be/iUCepIy2UUI
changed? difference between common, statute and constitutional
How are laws made laws, and how these can be changed. Use video to assist
- Common law https://youtu.be/iUCepIy2UUI, to help differentiate
- Statute law common and statute law.
Common Law
Students can then watch https://youtu.be/WgEYzgrNvy0 https://youtu.be/WgEYzgrNvy0
to learn how common laws are made.
Statute Law
Students can then watch https://youtu.be/pSCMpX9stW0 https://youtu.be/pSCMpX9stW0
to learn how statute laws are made.

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

 Read pg. 96 – 99 of “New concepts in Commerce” Chapman, S., & Freak, Malcolm, author. (2013).
(Chapman & Freak, 2013) and complete the “Understand” New concepts in commerce (Third ed.).
activities on page 97 & 99. Written answers will need to be
handed to the teacher for assessment. ₣ - & ĺ – & Ḻ -

WK 4 – 4 How laws are changed Students in groups create a flowchart to demonstrate their
lessons understanding of how a law gets made through
parliament, using the above sources, plus any other
resources they can find. ₲, ₣

Values, morals & ethics.

How do they shape our
laws?
The relationship of laws to values,
morals and ethics
How our culture shape laws? Discuss with students about Can refer to Chapman, S., & Freak, Malcolm, author.
how Australia’s British history and culture has heavily (2013). New concepts in commerce (Third ed.) pg.
influenced our current laws. Ask to hear from students 104-105 if necessary to stimulate discussion.
from other cultures, about how their cultures may have
influenced the laws in their cultural backgrounds/
countries.

Discuss how historical events and movements have

changed laws over time.
Examples can include; votes for women, military
subscription, changes in attitudes to human
relationships, innovations in technology,
communication, transport, wars etc.
Ꙍ

Students will then write a 1-2 paragraph text, explaining

how they feel our societies values, morals and ethics have
either positively or negatively affected our legal system.
₣-&ĺ–&Ḻ-

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

 WK 5 – 5
lessons Knowing my rights How to use the law: In groups of 4, create a scenario of a Some sites to use for research can include;
Accessing the law person who suffers an injustice (e.g. stolen phone, http://www.lawstuff.org.au/
- Cost damaged to one’s property, negligence, etc.). Class can https://www.legalaid.nsw.gov.au/
- Time draw up a mind map, with the four key accessing issues of https://www.justice.nsw.gov.au/Pages/media-
- Procedures the law listed, and different examples of how they could news/media-releases/2015/helping-kids-
- Language overcome each one. Ꙍ understand-the-law.aspx
https://www.grabellaw.com/understanding-the-
For the example created by each group, students will now law-for-kids.html
need to complete the following activities

Activity 1
Students will then need to determine what their biggest
barriers are and where they can go to get help for them.

Activity 2
Students will research a news story when an
individual/group of people had to overcome a barrier to
achieve justice, and who, if any organisations or business
helped them to overcome them.

Groups will then report back to the class in a presentation

their findings ₲, ₣ ICT

What is meant by ‘fair’ and ‘justice’? As a class, discuss

Issues with the fairness of the meaning of the above two terms. And then have
the law students identify groups they feel would have the most
Issues of fairness in using the law difficulty achieving equal access to the law. Ꙍ

Once a list has been made, have students write approx. 1

paragraph each for at least 3 of these groups of people,
and explain why they might struggle to gain access to the
law, and how they can overcome them (refer to previous
lesson for ideas). Have written task handed in to the
teacher for assessment of learning and literacy. (Students

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18


Assessment Details
-Written work for evaluation: All written work
(Answer to questions, short answers, definitions etc.)
will be assessed not only to demonstrate the
student’s understandings, but also the student’s
ability to communicate effectively this understanding
(Literacy assessment). This is to be done several
times during this unit of work
-All Discussions: Teacher need to make sure that all
students are heard from in the discussion activities,
so all student’s verbal communication skills / ability
to verbalise their understanding, is shown by the end
of the unit.
-All work handed in to the teacher must be assessed
and handed back to students (with notes) so both
the students can know where they need to make
improvements (self-assessment), and so that
teachers can know when and how to make
By Michael Carmona – 15090573 Curriculum 1A 102087
who have difficulty with literacy may present their findings
in-lieu of written work, to show their understanding of the
issues)
₣ĺ– Ḑ&Ḻ-
The Eureka stockade
Watch the video https://youtu.be/Gi2wFBEkr-8 about the The Eureka Stockade
Eureka stockade and discuss the issues of fairness and https://youtu.be/Gi2wFBEkr-8
justices were raised, and how these resulted in the Plus, other websites that can be referred to.
rebellion. Also discuss how, even though the rebellion was https://www.britannica.com/event/Eureka-
defeated, they still made a change to their society. Ꙍ Stockade
https://kids.kiddle.co/Eureka_Stockade
https://www.sbs.com.au/gold/story.php?storyid=86
Unit review class
Students will complete in a series of teacher made quizzes
in a fun, app format to review lesson content.
Outcomes
• 5.1: Students have learnt different legal terminology and to what legal contexts they apply
• 5.2: Students have learnt about their rights and responsibilities to a variety of settings
• 5.3: Students have learnt why we need laws in society
• 5.4: Students have examined a variety of important issues regarding legal decisions and actions
• 5.5: Students have discussed potential issues to achieving justice and how to overcome these barriers
• 5.7: Students have investigated the law in a variety of ways
• 5.8: Students have researched legal information in a variety of ways
• 5.9: Students have worked both individually and in groups to achieve set tasks
Assignment 2 Date: 4/10/18
 adjustments to their teaching program to better suit
their student’s needs.

-A variety of assessment methods will be accepted

by the teacher to allow all students the best chance
to showcase their level of understanding of the
content.
Resources

Fig. 1 - Schools rules: Sarah Redfern High School – Extracted from https://sarahredfe-h.schools.nsw.gov.au/about-our-school/rules-and-policies.html

Fig 2 – The law and the lore – Extracted from Fig 3 – Two Laws, one land (Extracted from
http://www.workingwithindigenousaustralians.info/content/Culture_4_The_Law_and_the_L https://app.lms.unimelb.edu.au/bbcswebdav/xid-2413005_2
ore.html

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

 Fig 4 “Separation of powers: Parliament, Executive & Judiciary” – extracted from Fig 5 “Court Structures” extracted from
https://www.peo.gov.au/uploads/peo/docs/factsheets/separation_powers.pdf http://www.courts.justice.nsw.gov.au/

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18

 Fig 6 “Law stuff” referred to several times throughout unit of work – home page extracted Fig 7 – Juries – Extracted from
from http://www.courts.justice.nsw.gov.au/Pages/cats/jury_service/jury_servi
http://www.lawstuff.org.au/ ce.aspx

Youtube videos Textbooks

“The Australian legal system” - https://youtu.be/g3qDRMfvzB0 Chapman, S., & Freak, Malcolm, author. (2013). New concepts in
commerce (Third ed. pp. 78-79, 96-99 & 104-105)
“Classifications of laws” -https://youtu.be/IgVxHtRm5fo

“Sources of Law” -https://youtu.be/iUCepIy2UUI

“Common Law” -https://youtu.be/WgEYzgrNvy0

“Statute Law” -https://youtu.be/pSCMpX9stW0

“The Eureka Stockade” -https://youtu.be/Gi2wFBEkr-8

By Michael Carmona – 15090573 Curriculum 1A 102087 Assignment 2 Date: 4/10/18