CIVICS AND CITIZENSHIP YEAR 4 - Unit 2 Semester 2 - 10 x 1 hour lessons

Rules v’s Law

Unit Title:

Achievement By the end of Year 4, students explain the role of local government and distinguish between rules and laws. They describe factors that
shape a person’s identity and sense of belonging.
Standard
Students pose questions about the society in which they live and use information to answer them. They suggest solutions to an
identified issue. They develop and present their ideas and opinions on an issue using civics and citizenship terms.

Civics and Citizenship Content Descriptions Assessment (A)

Concepts

Government and Knowledge and Understandings Assessment For Learning - Engage - Review of why we have rules
Democracy The differences between ‘rules’ and ‘laws’ (ACHCK012) through discussion topics or silent walk.
Laws and Citizens Why laws are important (ACHCK013)
Citizenship, Skills
Pose questions about the society in which they live(ACHCS015) Assessment as Learning - Monitoring of students understanding
diversity and identity
Use information to develop a point of view (ACHCS017)
of the difference between rules and laws and what makes a good
Distinguish facts from opinions in relation to civics and
citizenship topics and issues (ACHCS016)
law.
Work in groups to identify issues, possible solutions and a plan
for action (ACHCS019)
Interact with others with respect, share views and recognise Assessment Of Learning - Completing checklist of what makes a
there are different points of view (ACHCS007) good law and assessing against own law.
Present ideas and opinions on civics and citizenship topics and
issues using civics and citizenship terms (ACHCS009)
Reflect on their cultural identity and how it might be similar and
different from others (ACHCS010)
Civics and Citizenship Skills Key Questions
Bands

Year 3 4 Band Questioning and Research What is the difference between rules and laws and why are they
Year 5 6 Band Analysis important?
Synthesis and Interpretation
Problem Solving and Decision Making
Communication and Reflections

Learning Framework Community Contributor Active Investigator Designer and Creator

Leader and Collaborator Effective Communicator Quality Producer

Cross Curricula Catholic Ethos Social Emotional Learning Inclusive Education

Priorities Aboriginal and Torres Strait Islander Asia and Australia’s Engagement with Sustainability Education
Histories and Cultures Asia

General Capabilities Literacy Numeracy ICT

Critical and Creative Thinking Ethical Understanding Personal and Social Capability
Intercultural Understanding

Links to other LA’s History - Ancient Rome

English - Dreaming Stories
 Learning and Teaching Strategies
Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Critical Creative Thinking, Ethical Understanding

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Activity 1 - Why do we need Rules or Laws? Teacher Resources

The purpose of this activity is to tune the students into the idea of why we have rules or laws in the first place. This purpose is * What if cards
to be identified at the conclusion of the lesson. * Jenny Naylor “Inquiry for
Teacher to hand out prepared “What if” cards to groups of 3. Students to brainstorm what might happen, what might Change” Double Circles/ SIlent
happen next (i.e. the chain of consequences). “What if” cards samples could be: Walk - Tuning in Activity
What if:
- you were allowed to run on the concrete at school Student Resources
- your parents let you eat junk food all day * Paper for brainstorming chain
- you didn’t have to put your hand up to speak in class of consequences
- you were allowed to pick flowers in the local park * Paper for “silent walk”
- you played a game of netball and your referee took away the hoops and didn’t tell you why
- you threw your rubbish into your local river instead of your wheelie bin
- you were allowed to draw in library books
- your mum and dad let you drive the car

Students report back to class on their scenario and the chain of consequences. The chain of consequences should show
negative effects. Ask students would these things happen really? Elicit idea that rules and laws stop people doing these
things. Go through each scenario and discuss who makes the rule in each scenario (i.e. school, parents, teachers, council,
referee).

Activity 2 - Review of why we have rules

Students should have learnt why we make rules in Year 3. This idea needs to be revisited (or explicitly taught) depending on
where your students have come from. Assess this need by getting students to answer following questions. This could be
done as a double circle - Set first discussion topic (see below) for inner circle to talk about for one minute. Set 2nd discussion
topic for outer circle to talk about for one minute. Option to rotate partners between topics, e.g. inner circle move 1 to your
left. This could also be done as a “silent walk” where some of questions below are written on large pieces of paper around
room. Students walk around room adding comments or leaving a next tick or a question mark next to other people’s
comments indicating whether they agree/disagree or don’t understand.

● How do rules support our rights and responsibilities and help us live together safely, justly and well?
● Why do we need rules and why do we need to know what they are?
● How do we judge what is fair or not?
● Do rules have to be fair for everyone?
● How do people know what the rules are?
● When and why do rules change?
● Who should make the rules and why?
● What can happen if we do not follow rules?

Civics and Citizenship Metalanguage Assessment Opportunities

Rules, rights, responsibilities, fairness, just, consequences, equality Assessment For Learning -
Civics and Citizenship Metalanguage Link Engage - Review of why we have
rules through discussion topics or
silent walk.
Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

Activity 1 - What is a rule? Teacher Resources

Divide the class into 6-8 groups. Each group makes a poster showing: * Discovering
● a situation where certain rules apply (give settings of school, home, library, swimming pool etc.) Democracy Units: Rules
● who has to obey these rules? v Law
Students should spend only about 15 mins on this. To be displayed in classroom. Monitor this activity and ensure students are http://www1.curriculum
choosing rules and not laws. .edu.au/ddunits/units/m
Students feedback to class briefly on rule chosen and who obeys these rules p2rules-glance.htm

Activity 2 - What is a law? Student Resources

* Ask how students get to school. A4 paper
* Students solve this riddle, for those that come by car: I'm not a cap or coat, but you must put me on before you hit the road! What am pencils/ felts
I?
Discuss:
● Why must you wear a seatbelt?
● What could happen if you do not wear a seatbelt? What are the consequences?
 ● What could happen if a police officer saw you without a seatbelt?
● Does everybody have to wear seatbelts in cars?
* Repeat Step 2b, substituting 'helmet' for 'seatbelt' for students who ride bikes and must wear helmets by law.
* Discuss what makes wearing a seatbelt or helmet a law. List the reasons on the board in a column. Ask students to suggest other laws
they know and list those on the board (this could be brainstormed in small groups). Discuss why these are laws. Ask if I could make a
law? Why/ not?

End of Session: Reflect on what is the difference between a rule and a law?

Civics and Citizenship Metalanguage Assessment

Opportunities

rule, law Assessment as Learning

Civics and Citizenship Metalanguage Link - are students starting to
see some differences
between rules and law?

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Critical and Creative Thinking, Personal Social Capability, Ethical Undertanding

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

Activity 3 - Road Laws Teacher Resources

* Distribute “What is the Law?” handout and discuss the laws depicted on the handout and who is bound to obey them. Discuss Discovering Democracy Units
that “road rules” are actually laws because they apply to everyone. - Rules and Laws
* Divide the class into small groups. Assign one of the following roles to each:
http://www1.curriculum.edu.
● cyclist
au/ddunits/units/mp2fq2acts
● parent with small child
● visually impaired man with a guide dog .htm
● newly arrived migrant or foreign tourist * DD Unit - Rules and Laws -
● senior citizen. “What is the Law” handout 2
* Announce the headline: 'Shock Stop! Road laws cancelled for the rest of the day!' http://www1.curriculum.edu.
* Each group considers the impact of not having any road laws if they had to cross the road to go shopping.
au/ddunits/downloads/pdf/m
● How do you think having no road laws would affect you?
p2_hand2.pdf
● What might happen to you?
● What care would you have to take? What care or responsibilities would others have to take? *DD unit: Rules and Laws -
● What do you need road laws for? Road Laws
* In same groups, students complete a “Consequence Tree” (see handout in Teacher Resources but if used, you will need to “Consequence Tree” Handout
replace the word “rule” with “law”). 1
* Each group selects a member to be their VOX POP (voice of the people in the street) for a brief 'radio interview' conducted by the
http://www1.curriculum.edu.
teacher as a form of reporting back
* Finish activity again by discussing what is the difference between a rule and law? Are the punishments for breaking laws
au/ddunits/downloads/pdf/m
generally more serious than those for breaking rules? Why is this? Can students see: Rules apply to small groups in special p2_hand1.pdf
circumstances whereas laws apply to the broader society.
* Students could work in a group of 2 or 3 to try and write a definition for a rule and law. This could alternatively be done as a Student Resources
whole class and displayed in room. * copy of “What is Law” (or
display on IWB)
* each group needs a copy of
“Consequence Tree”
 Civics and Citizenship Metalanguage Assessment Opportunities

rule, law, society, punishment, road rules/ road laws, consequences, senior, foreign, migrant, tourist, Assessment as Learning - can
Civics and Citizenship Metalanguage Link the students see differences
between rules and law?

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Inclusive Education

General Capabilities Personal Social Capability

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Activity 1: Pick the rule, Pick the Law Teacher Resources

* Take students outside, walk around the school block and list evidence that students see for rules and laws that Discovering Democracy Units - Rules and Laws
operate in the area. For example, Speed limit and 'stop' signs indicate road laws while a canteen sign might http://www1.curriculum.edu.au/ddunits/units
indicate a school rule.
/mp2fq2acts.htm
* Display “Pick the Rule, Pick the Law” on IWB so whole class can see (if IWB not available this could be
Refers to Handout 3 - “Pick the Rule, Pick the
distributed. Discuss whether each marked activity has a rule or law governing the situation and how do we know.
To distinguish between a law and a rule, students might ask themselves, 'Does this apply to everybody in QLD or Law” and Handout 4 “Rule or Law”
only to some people/groups?' http://www1.curriculum.edu.au/ddunits/dow
* After class discussion, students individually complete tables in “Rule or Law” handout. Check and verify as a nloads/downloads.htm#mp2rules
class whether a rule or law applies and why.
 Refers to Handout 5 “Game role cards”
Activity 2: Is this fair? (discussion questions following this activity are very important and if short on time, should http://www1.curriculum.edu.au/ddunits/dow
be carried over to next lesson) nloads/pdf/mp2_hand5.pdf
* Divide the class into four groups (A, B, C, D) and give each a role card cut from “Game role cards” Handout 5
(Please be aware if you have a child who will react badly to an unfair game, you may need to discuss purpose of
activity beforehand)
* Each group examines its role card in isolation and discusses the implications of the role on the way they play the
game. Students in Group A should decide some rules for play in collaboration with the teacher. E.g. use
beanbags to score “goals” (in rubbish bin for example), you can only throw with your left hand Student Resources
* To play, set up two teams: A team (consisting of all the 'A' players and half of each C and D players) and B team * Each student needs own copy of “Rule or
(consisting of all the 'B' players and the remaining C and D players). Explain that although there are four groups, Law” handout.
there are only two teams and the players must play according to their roles.
* Copy of Game role cards
* After five minutes' play, return to the classroom for debriefing.
* Students sit in their group and discuss the game before discussing the following questions as a whole class:
● Was this game fair? Why? Why not?
● Was this game easy to play? Why? Why not?
● Who had most of the say?
● Who was left out?
● How did you feel? (as an A, B, C, or D player)
● What if the classroom operated by this kind of system?
● What do you think each of the different groups could do to make the rules fairer? Would Group A want
change?

* Now get students to imagine laws. Is it fairer for only 1 person to know the laws or everyone? What might
happen to you if you don’t know the laws? Is it fair if a law only applies to a small group (e.g. only people with
blond hair need to do 60km/hr in town) Refer students back to laws they may be familiar with e.g. road laws. Why
are they fair? i.e. We all know them; they are the same for everyone. Discuss idea of equality.
 Civics and Citizenship Metalanguage Assessment Opportunities

obey laws, breaking laws, fair laws, equality Assessment as Learning: monitor students
Civics and Citizenship Metalanguage Link ability to table in Activity 1: Can students
* identify some differences between rules and
laws
* Identify some differences in the
consequences of breaking rules and laws
supported by reasons.
Monitor discussion at end of Activity 2 - can
students identify that fairness means everyone
should know the rules?

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Intercultural Education, Ethical Understanding

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Activity 3 Teacher Resources

Students expand on ideas discussed in previous lesson on what makes a law fair by examining the system of law-making present in * Map or Globe
Ancient Rome. Students will probably need to be shown where Rome is today and the country of Italy. Students should also be shown * Picture of Roman
the ancient meeting place of Rom - the Forum (see Teacher Resources) Forum
Explain that a long time ago, Rome had a system of law-making which was similar to game played last lesson. Display and Discuss
http://en.wikipedia.org/
“People of Ancient Rome” handout.
wiki/Roman_Forum
Can students identify which group, patricians, plebeians, women and slaves of Rome matches the role of each group A, B, C or D from
the game played last lesson?.
* Discovering
Ask students to imagine what the consequences would be if the game situation applied to daily life. Discuss what might happen if they
did not know the laws. Democracy Units - Rules
You know how hard it is to play a game if you do not know what the rules are. Imagine that you did not know the laws - you could break
and Laws
a law and go to gaol. http://www1.curriculum
Students return to their groups (A, B, C, or D) to make a placard expressing the group's view of how fair (or otherwise) they think life is
.edu.au/ddunits/units/m
when only one group knows the laws.
Group A - patricians p2fq2acts.htm
Group B - plebeians Refers to Handout 6
Group C - women “People of Ancient
Group D - slaves Rome”
Hold a 'protest' rally in the classroom, with each group displaying and explaining its placard. Explain to students that a protest is exactly
http://www1.curriculum
what happened in Ancient Rome. i.e. plebians became sick of unfair law-making and, after protests, laws were eventually changed.
.edu.au/ddunits/downlo
Activity 4 - Ancient Rome - the 12 tables (can carry over to Week 6)
ads/downloads.htm#mp
The Romans first wrote their laws down (about 2,450 years ago) and displayed them in the Forum on the Twelve Tables. How did make 2rules
this more fair (i.e. people knew what they were) * Poster/ IWB display of
What were the laws like? Discuss some of the following examples (display on IWB or poster): sample rules from
● no-one can bury or burn a body in the city Ancient Rome
● women cannot tear their hair out or wail too much at funerals
● no-one can be executed without a trial
● a person can be forced to go to court
● a father has absolute power over his children
● no one can set fire to a house.
Compare the laws on the Twelve Tables with those of today:
● Do you think that in Australia today we have laws similar to any of those above?
● How could we find out?
● Why is it important for laws to be written down?
* One law on Table XI said that a patrician and a plebeian could not marry each other but this law was changed. Discuss why a law such
as this might change. Could laws today change in the future? e.g. think about future scenarios such as less people on roads because
more people use hover jet packs to move around.
 Civics and Citizenship Metalanguage Assessment
Opportunities

protest rally, system of law-making, unfair law-making, law changes Assessment as Learning
Civics and Citizenship Metalanguage Link - monitor students
understanding of what
makes a “good law”

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal and Torres Strait Islander Histories and Cultures

General Capabilities Intercultural Understanding, Literacy

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Activity 4 - Ancient Rome Teacher Resources

Complete activity from last week if required. * Discovering
Democracy Units - Rules
Activity 5 - What are the laws that may be cultural to Aboriginal and Torres Strait Islanders? and Laws
Ask students to list laws they have learnt about in previous activities. Remind students or have them recap why we have laws. http://www1.curriculum
Discuss the question: 'Would laws be the same or similar in all societies?' (Students should reach the conclusion that laws in all
.edu.au/ddunits/units/m
societies are meant to be for the good of society.)
*Invite students to think about cultural Aboriginal and Torres Strait Islander laws. Which laws have been made for the good of society?
p2fq2acts.htm
For example: Refers to Handout 11
● You shouldn't enter someone else's land without first getting permission (trespass). Dreaming Story “Ngout
● You can't marry your brother or sister (marriage laws). Ngout” and Handout 12
● You should look after your country (the environment) and everything in it. Dreaming Story Barn-
● You should respect your elders.
Barn Barlala
● You should share things with your family.
* Which of these laws are in Australia today?
* Tell students they are going to read an Aboriginal Dreaming stories that has been re-told over generations to ensure the well-being of http://www1.curriculum
a community. Explain that these are important stories that provide examples of the place of rules and laws in people's lives, setting out .edu.au/ddunits/downlo
group rights and responsibilities. Two stories have been provided: Barn-Barn Barlala and Ngout Ngout which tell children not to wander ads/downloads.htm#mp
off alone. Divide class into groups of 3 and give each group 1 of these stories. Ask students to read together and find what is the law 2rules
and possible consequence for breaking it.
* come back together for class discussion.
* Assist students to recognise that as well as clear laws, there have always been clear consequences for breaking laws. Emphasise that
Dreaming stories have always been told over and over again, that the listeners have come to understand over time, and that there are
reasons for rules and laws and consequences for breaking them. Students should realise that breaking rules and laws affects the family
group rather than the individual.
Background notes:
In Indigenous societies, laws and rules show people how to behave, what their responsibilities are towards other people and everything
within the environment, and to show respect. Keeping these rules and laws helps children to grow up into proper women and men.
Aboriginal children have always learnt about their roles and responsibilities through storytelling, sometimes referred to as Dreaming
stories, which is an important part of ceremony, along with painting, singing and dancing. In this way, rules and laws are learnt and used
as a part of life. Retelling ensures that every generation knows and understands these rules and laws.
Some of the stories are not told until children reach a certain age; others are told only to some people who have the right to know them,
but all are important. The stories included here can be told to everyone.
 Civics and Citizenship Metalanguage Assessment
Opportunities

Civics and Citizenship Metalanguage Link

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability

General Capabilities Ethical Understanding

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Activity 1 - Review by Mix-Freeze Pair Quiz Teacher Resources

* Say 'mix' and students walk quietly around a room. Call 'freeze' and, when all students are still, say 'pair' and students pair with the Discovering Democracy
person closest. Units - Rules and Laws
* Pose a quiz question, give student pairs discussion time, and call for responses.
refers to Handout 14
* Repeat 'mix-freeze-pair' for further questions.
“Making Laws in
● Why do we have rules?
● Why do we have laws? Australia”
● What is the difference between rules and laws? http://www1.curriculum
● How do we make laws fair? .edu.au/ddunits/downlo
● Why do you think it might be important to write laws down? ads/pdf/mp2_hand14.p
 df
Activity 2 - Making Laws in Australia * Election campaign
Link to previous activity by telling students the laws in Australia are written down and open to everyone. Elicit what students already video - Tony Abbot at
know/ initial ideas on how laws are made in Australia. Display “Making Laws in Australia” handout and discuss why this process if fair?
debate
What role do the people have in making laws?
(Teacher note: you may also like to discuss how judges have a small role in making laws as they interpret existing laws. However most http://www.youtube.co
laws are made by Parliament) m/watch?v=vuEC5qCZh
[Optional - This could be expanded on by showing children an election campaign videos (see sample in Teacher resources - in the first mI
47 seconds Tony Abbott discusses if he is elected he will scrap the carbon tax. Before watching - explain to students that the carbon tax
was a law introduced where people had to pay money for polluting environment with carbon dioxide However, if there is a local law
change that is more relevant at the time of teaching - students may relate more to that.). Discuss how promises would mean changes to
law - follow flowchart in “Making Laws in Australia” to show how voting for those promises affects how laws are made/ changed.]]
* Divide class into 8 groups. Each group is given the same scenario:
Your group has to make a rule which applies
to all the students in your school. The rule
should be a new rule which will deal with
something you consider is unfair, unsafe or
unworkable in the school.

* Outline the task. Groups should list possible topics they think need to be addressed in the school. They should then select the one
they agree is most relevant and write a proposed rule. Point out to students that a rule should be drafted in positive terms .ie. describing
what should occur. They should also outline the consequences of breaking the rule.
* Each group should select a spokesperson to introduce their rule. This person, called your 'Representative' has to introduce the new
rule for discussion. The representative:
● reads out the proposed rule and its consequence
● explains why the group thinks the new rule is necessary
● explains who it will affect and how.
* At the conclusion of the presentations the students have a chance to comment on the suggested rules.
* Reflect on how this process is similar/ different to flow chart displayed in “Making Laws in Australia” e.g. no election for
representatives; students given a chance to comment on rules as if they were parliament but no vote. (please note this activity is re-
done and extended next lesson)
 Civics and Citizenship Metalanguage Assessment
Opportunities

Parliament, representatives, elections, citizens over 18, voters, bill, governor-general, majority rules Assessment as Learning
Civics and Citizenship Metalanguage Link - monitor students
ability to answer review
questions.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Ethical Understanding, Personal and Social Capability, Critical and Creative Thinking

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

Activity 3 - Class Legislation Teacher Resources

* Reflect on activity completed last lesson. Can students identify why their proposed changes were a rule and not a law? .ie. rule- Discovering Democracy Units
making affects only a few people (the students of the school, the teachers, and so on) but laws affect many more. Groups should
- Rules and Laws
meet again to decide if their rule is worthy of becoming a law for all schools in Australia. Discuss the implications of making laws for
a nation instead of one school. These might include:
http://www1.curriculum.edu
● different needs .au/ddunits/units/mp2fq2act
● different student populations s.htm
● different school systems * Task Sheet and rubric
● different climates and communities.
* Allow time for groups to discuss their proposals before selecting one issue to be the subject of a law.
* Form a simple class parliament in which the class members are representatives. The aim of the class parliament is to create a Student Resources
new law for all schools in Australia. Write the suggested proposal on the board and allow time to discuss the following points. * Checklist table and 2
● What is the purpose of the law?
statement starters that need
● Who must follow the law?
● Will the law favour some more than others? Why? (equality and fairness) to be completed for
● What would happen if the law is broken? assessment activity.
● Who interprets the law? * Task sheet and rubric.
● Who administers the law?
*The class parliament splits into separate groups to discuss the issue from different perspectives.
● boys/girls
● primary school students/secondary school students
● parents
● teachers
● other members of the community.
Each group suggests changes to the proposed law that they think are appropriate.
* Convene the full class parliament to discuss the proposed changes and decide a final version of the law. Law should then be
voted on following majority rules principle followed in parliament.
The school principal could act as governor-general and sign the class law.
Assessment of Learning Activity
Choose 1 of these laws and explain to students we are going to test over the next week whether it makes a good law. Students
think about what makes a law good. (e.g. it is has a purpose, principles of fairness and equality, everyone who the rule applies to
knows it exists, it is easy for people to understand the law (interpretation); the punishment for breaking the law is easy to
administer, punishment fits the crime.)

Students put their ideas in a table such as below. This should be done individually as per assessment task sheet.

A Good Law Checklist

Our law: Yes No

Over the week students will need to think about whether their law complies with the above checklist.
The following lesson: Feedback on checklist students completed over the week. Students should then finish to complete their
assessment:
1. Our law was _________________________________ (good/ not good) because
________________________________________
2. Our law could have been improved by:
3. Would our law be better as a rule? Why/not?

Civics and Citizenship Metalanguage Assessment Opportunities

legislation, interpreting laws, administering laws, majority rules. Assessment of Learning -

Civics and Citizenship Metalanguage Link Students ability to write a
checklist on what makes a
good law and statements
critiquing law.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

Activity 1 Teacher Resources

Feedback to students on assessment task i.e. was it a good law? Why/ not? * assessment tasks to
hand back
Activity 2
* Jenny Naylor “Inquiry
● Invite students to consider the Plus, Minus and Interesting Factors related to the whole investigation or particular elements of it.
Put students into groups of 3 to copy and complete table. for Change” PMI Chart -
Reflecting Activity
Pluses Minuses Interesting Factors
Student Resources
* PMI charts.

* Share ideas of PMI chart and feedback

Civics and Citizenship Metalanguage Assessment

Opportunities

Civics and Citizenship Metalanguage Link

Reflection
 Unit 2: “CLASS LAW”
Assessment Task

Student Name:
Year Level: 4
Name of Task: Class Law
Teacher:
Learning Area/s: Civics and Citizenship

Assessed By:
Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work
In Class Homework Other
Opportunity to
Books Notes Library Technology
Access:
Assessed By: Self Peer Other Teacher

Task Description
Students are to list ideas on what makes a good law in a table. Students are then to decide
whether the “law” trialled in class meets the criterion for a good law and to give reasons why or
why not and how it could be improved.

Procedure (You will)

1. In small groups, students make a new “rule” for the school.
2. As a class, decide on one of these rules will be trialled as a “law”.
3. Complete a checklist table of what makes a good law.
4. Over a week, assess the class “law” against the points you have made on what makes a
good law.
5. Write a statement giving reasons why the law was good or not.
6. List some ideas about how the law could be improved.
Resources
Class notes and handouts, blank table and sentence starters for students to complete.
 Year 4 Unit 2: Civics and Citizenship Criteria Sheet
CLASS LAW

A B C D E
Knowledge and You are able to You are able to You are able to You are able to Significant support is
demonstrate a very high demonstrate a high demonstrate an demonstrate a limited or required for you to
Understanding understanding of the understanding of the understanding of the confused understanding demonstrate
difference between a rule difference between a rule difference between a rule of the difference between understanding of the
and law. and law. and law. a rule and law. difference between a rule
and law
You can identify what You can identify what You can identify what You can only provide a You can not
makes a “good law” with makes a “good law” with makes a “good law”, limited answer on what independently provide an
details, demonstrating a some detail, demonstrating a sound makes a “good law”. explanation of what
very high level of demonstrating a high understanding. makes a “good law”.
understanding. understanding.

Skills You provided an opinion
on whether our class law
was good or not with a
number of detailed least two detailed reasons
reasons that show a very
high level of
understanding (including
using the metalanguage
learnt in this unit.)
You were able to list
possible solutions to
improve our class law
with details that show a
very high level of
understanding.
You provided an opinion You provided a reasoned You provided an opinion You provided an opinion
on whether our class law opinion on whether our on whether our class was on whether our class was
was good or not with at class law was good or not good or not but needed good or not without
(including using some of teacher support to list listing any reasons.
why/ why not (including the metalanguage learnt your reasons why or why
using the metalanguage in this unit). not.
learnt in this unit).
You were able to list You were able to list at You were able to list You were not able to list a
possible solutions to least one possible possible solutions to solution to improve our
improve our class law solution to improve our improve our class law class law.
with some detail. class law. with teacher support.
 Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Learning and Teaching Strategies Assessment Strategies
Content Descriptions
being addressed