Support Material for Legal Studies
In designing teaching and learning programs, teachers should consider integrating the principal focus, themes and challenges, learn about and learn to statements, together with the relevant course outcomes.
Structure of the Preliminary course
The Preliminary course in Legal Studies is organised into three parts:
Part I – The legal system
Students undertake all sections of Part I but have a choice of a contemporary law reform issue in section 5, Law reform in action.
Part II – The individual and the law
Students undertake all sections but have a choice of a contemporary issue in section 3, The individual and technology.
Part III – Law in practice
While teachers have the flexibility to determine the depth and breadth of study of the contemporary issues and to select appropriate content to address the learn about and learn to statements, teachers must ensure there is no overlap or significant duplication with the HSC course.
Structure of the HSC course
The HSC course in Legal Studies is organised into three parts:
Part I – Crime
Students undertake all sections of Part I Crime.
Part II – Human Rights
Students undertake all sections of Part II – Human Rights and have a choice of a contemporary issue which illustrates the promotion and/or enforcement of human rights.
Part III – Options
Students must study TWO of the seven options. Students undertake all sections of each Option.
Assessment components and weightings
The suggested components and weightings for the Preliminary course are set out below. There should be a balance between the assessment of knowledge and understanding outcomes, skills outcomes and course content.
The mandatory components and weightings for the HSC course are set out below. The internal assessment mark for Legal Studies Stage 6 is to be based on the HSC course only. There must be a balance between the assessment of knowledge and understanding outcomes, skills outcomes and course content.
Teachers may use their discretion in determining the manner in which they allocate tasks within the course content. The Board of Studies considers that three to five assessment tasks are sufficient.
The programming model
The sample material in this document is provided to illustrate an approach to programming using syllabus outcomes.
The outcomes in the Legal Studies Stage 6 Syllabus are designed to:
In programming the course, planning units of work and developing an assessment program, it is important that teachers ensure that the outcomes are addressed. The following pages provide an example of an approach that teachers might find useful when developing teaching and learning and assessment programs that address the outcomes.
The Scope and Sequences for both the Preliminary and HSC courses (pages 12 and 13) reflect the total planning for the course. The Scope and Sequence allows teachers to plan:
In developing the Scope and Sequence the following steps were used:
Step 1: Determine syllabus requirements, topics and time allocation
Step 2: Identify targeted outcomes for each topic
It is important to note that outcomes for Legal Studies relate to the whole course and are not linked to particular topics. In designing teaching and learning programs teachers should be clear about where and when the outcomes are explicitly taught during the course. The Scope and Sequences on pages 12 and 13 demonstrate this process by using selected topic areas to target particular outcomes. This is not to suggest that other outcomes are not being addressed through the topic. However, it is the targeted outcomes that provide the focus for the teaching and learning activities.
It should be noted that the selection of targeted outcomes for each topic is provided as an example only. Teachers will devise programs to meet the needs of their students. The sample is offered as a template that teachers may find useful for planning their own programs.
Step 3: Link the targeted outcomes and the assessment program
Placing assessment tasks within the Scope and Sequence enables clear links to be made to the related topics and indicates timing throughout the year.
Teachers should note the following features of an assessment program:
Sample Preliminary course Scope and Sequence
*NOTE: This Scope and Sequence treats Law in practice as a separate topic, but it may be integrated throughout the course. Timing for assessment tasks is a suggestion only.
Outcomes P8, P9 and P10 may be introduced according to the individual school program.
Sample HSC course Scope and Sequence
*NOTE: This Scope and Sequence is a suggestion only; options can be replaced to suit individual schools. Timing for assessment tasks is a suggestion only.
Outcomes H8, H9 and H10 may be integrated throughout according to the individual school program.
3 Sample Preliminary course program
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