CLB034: Legal Studies Curriculum 2

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Nov 26, 2013 (3 years and 11 months ago)

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Mackenzie Aarts


n6527914


1




CLB034: Legal Studies Curriculum 2


Name:
Mackenzie Aarts

Student Number:
n6527914

Lecturer/Tutor:

Brendan Cahill

Assessment:

Curriculum Development


Unit of Work

Due Date:

17
th

of September, 2010

N.B.

The school used throughout this assignment, St.
Matthias

College is a fictional school

created only for the purpose of this
assignment
.

The school context of St. Matthias College is a secondary
college North of Brisbane with a 1:1 laptop program.











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St.

Matthias

College
Legal Studies

Course and Assessment Overview

TOPIC

TIME
(WEEKS)

ASSESSMENT
TECHNIQUE

CONDITIONS

CRITERIA

F/S

Sem 1

Year 11

The Legal System

8

Non
-
written presentation:
group seminar presentation

5 minutes per person

Knowledge and Understanding

Investigation

Communication and Research Skills


F

Crime and Society

10

Short
response: questions
requiring short answers


Inquiry: research assignment

Mid
-
term supervised exam
(70 minutes working time)


800
-
1200 words (due end of
term)

Knowledge and Understanding

Investigation

Evaluation

Communication and Research Skills

F

Sem 2

Year 11

Civil Obligations: Agreements

8

Short response: response to
stimulus material

Supervised exam (90 minutes
working time)

Knowledge and Understanding

Investigation

Communication and Research

Skills

F

Civil Obligations: Civil wrongs
(torts)

10

Extended

response: unseen
question in response to
stimulus material

Unseen question

Supervised exam (90 minutes
working time)

500
-
600 words

Knowledge and Understanding

Investigation

Evaluation

Communication and
Research Skills

F

Sem 3

Year 12

You, the law and society: Family

8

Short response: multiple
choice, short
answer and
response to stimulus material


Inquiry: research assignment

Mid
-
term s
upervised exam
(90 minutes working time)



1000
-
2000 words

Knowledge and Understanding

Investigation

Evaluation

Communication and
Research Skills

S

Independent study

10

Inquiry: independent research
assignment


Non
-
written presentation:
individual seminar presentation

1000
-
2000 words



8
-
12 minutes

Knowledge and Understanding

Investigation

Evaluation

Communication and Research Skills

S

Sem 4

Year 12

You, the law and
society: Jobs

8

Extende
d Response: unseen
question in response to

stimulus material

Unseen question

Supervised exam (90 minutes
working time)

600
-
800 words

Knowledge and Understanding

Investigation

Evaluation

Communication and Research Skills

S

Law in a
changing society

8

Non
-
written presentation:
individual seminar presentation

8
-
12 minutes

Knowledge and Understanding

Investigation

Evaluation

Communication and Research Skills

S

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ST.
MATTHIAS

COLLEGE
LEGAL STUDIES UNIT OF WORK


Unit Title:

You, the law and society: Jobs

Designated Year Level:

Year 12
, Semester 4

(N.B. see ‘Legal Studies Course and Assessment Outline’ on page 2)

Description of Unit:

This unit on ‘you, the law and society: jobs’ is designed to be implemented within Year 12, semester 4 (as per the course and

assessment overview
on page 2). This unit
runs for eight weeks and consists of five lessons each week comprising of forty
-
five min
utes for each lesson. A

range of learning experiences and
teaching strategies that accommodate student variability in learning styles and promote higher
-
order thinking

and critical reflection

will be accommodated into the delivery
of this unit
.

The
curricu
lum planning framework of an orientating, enhancing and synthesising phase will be embedded into this unit in conjunction wit
h the
‘Dimensions
of Learning’ to help students establish positive attitudes and perceptions about the classroom and learning, acqu
ire and integrate knowledge, extend and refine knowledge,
use knowledge meaningfully and develop productive habits of mind (Mid
-
continent Research for Education and Learning, 2010)

while progressing through the unit content
in a systematic way
.

A
range of
the ‘
49 Common Curriculum Elements’
(Queensland Studies Authority, 2007)
that are assessed by the Queensland Studies Authority in the
Queensland Core Skills Test are also embedded into this unit through the teaching strategies and learning activities.
The
content that will be covered
in this unit
includes:



types of employees;



independ
ent

contractors (major indicia
)
;



m
ajor stakeholders

in employment;



Federal and State workplace legislation and changes

to legislation;



employment

awards and agreements;



a
nti
-
discrimination laws during hiri
ng, employment and termination;



Workplace Health and Safety;
and



termination of employment

focusing on
unlawful dismissal
and unfair dismissal.

Assessment for this unit will be a summative extended response to an unseen q
uestion and stimulus materials completed in supervised exam conditions. The ability for all
students to adequately perform in
this summative assessment task will be ensured through gradual scaffolding, modelling and teacher feedback

of tasks requiring similar
skills to the summative assessment task. Formative assessment of homework tasks and class activities will be utilised to asse
ss students understanding of topics through the
unit progression.



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Unit Aims
:

The overall purpose for
this unit is for students to know, understand, investigate, evaluate, communicate and research that:



Australian workplaces are dynamic and changing in the face of new technology, globalisation, competition and the need for fle
xibility and efficiency
;



t
he l
egal system attempts to balance the inter
ests of employers and employees;



h
istorically, minimum workplace standards and conditions have been controlled by government policy, legislation and regulation

through the award system
;



s
alaries, wages and
conditions are determined through an interaction between government policy, employers and empl
oyees;




k
ey participants in the industrial relations system can include employers and employer organisations, employees, trade unions,

peak coun
cils, governments
and
tribunals;




l
egislation exists to deal with specific issues of safety, fairness, privacy, discrimination an
d welfare related to employment;





a

just workplace is one where individuals are aware of their rights and responsibilities and are able to asser
t these.

(Queensland Studies Authority, 2007, p. 26).


Unit
Objectives:

By the conclusion of th
is unit, the unit aims will be met through the following unit objectives where students will be able to
:



Describe and explain the different classifications of
employees

including the similarities and differences between each type of employee
.



Identify

and examine
legal issues related to each distinct employee classification

including
analysing the
purpose for society having different types of employment
.



Demonstrate

knowledge of

and explain the purpose of

the ‘major indicia’ that the courts consider in determining whether or not there w
as a relationship of
employment
.



Critically review the law’s attempts to achieve just, fair and equitable outcomes to issu
es in employment
.



Identify and explain the purposes of the major stakeholders in the field of employment

inc
luding critiquing

conflicting/competing interests of stakeholders
.



Make statements of specific knowledge about the common Commonwealth and State leg
islation regarding
employment through recall
and
investigative
research
.



Analyse, select and apply a

range of employment law

to bot
h real and hypothetical

legal situations and issues
.



Investigate, d
escribe and explain recent legislative changes regarding
employment
.



Recognise

and examine

the social need for legislative changes to employment
.



Understand that the scope, responsibilities and privileges of employment is guided by job specific employment terms and condi
tions.



Identify and explain

the difference

and similarities between
different types of
workplace awards and agreements
.



Analyse different types of workplace awards and agreements for their
fairness for all parties
.



Take a stance on a legal issue in employment and justify this stance through a
convincing argument
.

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Develop reasoned

and appropriate

responses t
o
real and hypothetical
legal situations in employment

through a range of modelled modes, forms and styles of
communication
.



Demonstrate knowledge of

and analyse
discrimination and anti
-
discr
imination practices in employment when applying for jobs, during employment a
nd at
termination of employment.



Examine, recognise and explain

the social purpose

and importance

of anti
-
discrimination protection in employment
.



Examine and clarify their own
attitudes and opinions towards aspects of the law in employment
.



Demonstrate knowledge of workplace health and safety laws
and processes
in employment
.



Investigate and analyse the effectiveness or ineffectiveness of workplace health and safety laws in
protecting all people
.



Recognise the importance and social purpose of workplace health and safety laws in employment
.



Describe and explain unlawful dismissal and unfair dismissal including the difference between to the two
.



Evaluate the strengths and weakn
esses of employment laws and legislative bodies
.



Draw conclusions about the suitability of legal outcomes and their social implications
.



Make recommendations for action or a change of laws/regulation of employment
.




Explore, select and use appropriate
sources of employment legal information
.



Expand their knowledge and use of legal and law
-
related terminology relating to employment
.



Appropriately research, select, organise and present aspects of employment law
.



Understand and apply a range of employment
laws to their own life for the benefit of themselves and others by participating in society as an active, informed and
competent citizen
.



Work independently and in teams
.


Unit Rationale:


As previously discussed, this legal studies unit focuses on ‘you,
the law and society: jobs’ and aims to “create in students awareness of their rights, obligations and
responsibilities in the workplace” (Queensland Studies Authority, 2007, p. 26). The aims and objectives of the unit are conne
cted to the Senior Legal Stud
ies syllabus in
that they are drawn from the general understandings, understandings specific to the section of study on jobs and from the gen
eral objectives to ensure that the unit
comprehensively encompasses all of the syllabus requirements.

The regulatio
n of rights and responsibilities of employers and employees in the workplace has always been a controversial issue in Austral
ian political and legal history,
with the balance of rights and responsibilities frequently scrutinised and laws constantly changin
g to create the fairest outcomes for all stakeholders in employment
(Woodgate, Black, Biggs & Owens, 2008, p. 120). In order to be active, informed and competent citizens in society, students n
eed to not only be aware of their rights and
responsibilities i
n the workplace, but also be able to assert these rights and encourage others to do the same so that the workplace may be a f
air environment (Queensland
Studies Authority, 2007, p. 26).

This is an important section of study for senior secondary students t
o learn, not only for the future relevance it will have on the student’s life once they make the transition
from formal education to employment but also in that it is reasonable to expect that some students in the senior years of sec
ondary school are alrea
dy participating
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members of the workforce and so the importance of alerting students to their rights and responsibilities while working appear

even more crucial. Within the course outline
(see page 2), this unit is appropriately situated in the final semes
ter of study for legal studies students, in recognition of the transitional phase their lives will take in the near
future. The ‘Melbourne Declaration on Educational Goals for Young Australians’ mirrors this importance for learning in the se
nior years of s
chooling to aid students in
making the transition to training and employment outside of school (Ministerial Council on Education, Employment, Training an
d Youth Affairs, 2008). While other
sections of study within the ‘you, the law and society’ hold signif
icant relevance to the students’ lives (e.g. renting and buying and consumers), they all appear to be
underpinned by the notion of participating in the workforce. A person cannot rent or buy a house or make consumer transaction
s if they do not have the mon
ey; t
he money
which comes from a job.


Assessment Rationale:

This unit will be assessed using both formative and summative assessment techniques. Formative assessment is a necessary comp
onent of any unit in that it enables
students to comprehend what they
know, understand and believe at a particular moment and what direction their learning needs to take (Groundwater
-
Smith, Brennan,
McFadden & Mitchell, 2001,
p.
209). It also enables teachers to understand the progress of st
udent learning,
which can be used
in reflection to adapt future lessons and
learning experiences. Formative assessment techniques utilised in this unit include teacher conferencing and verbal feedback
which is embedded into the classroom
learning experiences every class (Groundwater
-
Smith
et al., 2001, p. 213), peer assessment, student self
-
evaluation and reflection in almost every lesson through
concluding the lessons with ‘5 minute pauses’ (adapted from Mid
-
continent Research for Education and Learning, 2010; DEST, 2002) which enable stud
ents to assess
strengths and weaknesses in th
eir learning (Barry & King, 1998
, p. 350) and regular diagnostic evaluation of stud
ent learning (Barry & King, 1998
, p. 338).

The summative assessment in this unit occurs in the final week of the unit and is a
n extended response
to an unseen question and stimulus materials, taken under
supervised exam conditions. Schmidt and Kenman argue that to achieve success in legal studies,

students have to be able to write essays which effectively express their
ideas con
cerning the law and its social impact


(1996, p. 1).
As
recommended, the extended response focuses on the specific issue of internal and external processes of
investigating Workplace Health and Safety rather than the entire broad topic of jobs and the law
(Queensland Studies Authority, 2007, p. 46). The assessment task and
techniques relate to the unit aims and study specific understanding that legislation exists to deal with specific issues of s
afety (Queensland Studies Authority, 2007, p. 26)
and that stu
dents will demonstrate their ability to take a stance on an issue regarding Workplace Health and Safety and develop this stan
ce into a reasoned response that
demonstrates their

knowledge of Workplace Health and S
afety laws and processes in employment, allo
ws them to investigate and analyse the effectiveness or
ineffectiveness of workplace health and safety laws in protecting all people and critically reflect on the importance and soc
ial purpose of Workplace Health and Safety laws
in employment.

The design o
f the summative assessment follows the Queensland Studies Authority guidelines for ‘Designing Effective Assessment Instrument
s for Authority Subjects’ in
that the scope and intent of the assessment instrument and task align with teaching and learning exper
iences and unit aims and objectives so that in this way the assessment
task is connected to the learning that occurred in the unit, but is not driven by it (Queensland Studies Authority, 2010, p.
5). The design of the assessment instrument also
allows opt
imal student participation and success through clear and definite instructions, language suited to the students, clear presen
tation and structure and definite and
clear definitions (Queensland Studies Authority, 2010, p. 5). The exam question and prompts f
or particular areas to include in the response contain metalanguage of the
exit levels and general Legal Studies syllabus objectives; knowledge and understanding, investigation, evaluation and communi
cation and research skills (Queensland
Studies Authority
, 2007, pp. 3
-
5, 48)
.

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Evaluating the Effectiveness of the Unit:

Evaluation is a vital component of assessing teaching and the effectiveness of a unit by not only identifying the progress of

student learning but also in exposing strengths
and weaknesses of
the way lessons within a unit are taught

(Barry & King, 1998
, p. 330). Overall, evaluation of the effectiveness of this unit is dependent on reflection of
the students’ performance in formative and summative assessment, student feedback and reflection of t
he unit in the last lesson for this unit, the consistent use of a teacher
reflection journal after every lesson and observation of whether students have developed critical thinking, creative thinking

and self
-
regulated thinking in connection to
habits of m
ind (Mid
-
continent Research for Education and Learning, 2010) by the conclusion of the unit. The development of these habits of mind w
ould be identifiable
through observing students’ work, presentations and discussions throughout the whole unit to identify

their developing use of critical reflection and higher
-
order thinking.
As mentioned in the assessment rationale, formative assessment techniques utilised in this unit include teacher conferencing
and verbal feedback which is embedded into
the classroom le
arning experiences every class (Groundwater
-
Smith et al., 2001, p. 213), peer assessment, student self
-
evaluation and reflection in almost every lesson
through concluding the lessons with ‘5 minute pauses’ (adapted from Mid
-
continent Research for Education

and Learning, 2010; DEST, 2002) and regular diagnostic
evaluation of stud
ent learning (Barry & King, 1998
, p. 338).













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ST.
MATTHAIS

COLLEGE
YEAR 12 LEGAL STUDIES UNIT MATRIX
-

You, the law and society: Jobs

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

WEEK
1

Lesson 1: Orientation

*Establish/remind students of
classroom expectations and

responsibilities.

*Students interviewed and engage in
discussion about their own
experiences in the workplace (QSA,
2007, p. 27).

* Students pick a job that interests
them and research and predict what
sort of legal issues or law
s might be
present, a
ffect

or be needed in that
type of job and why the laws are
needed.

*Class discussion on the possible role
of the law in the workplace.

Lesson 2: Orientation

*Selection of hypothetical and real legal
scenarios given to students regarding
legal issues in the wor
kplace in the
forms of legal cases, newspaper articles,
visual texts and television news reports.


*Students ‘think, pair, share’ (DEST,
2002) to identify what is the wrong
behaviour or occurrence in each
scenario and whether this behaviour or
occurrence i
s acceptable.

*Unit and assessment outline

*’K
-
W
-
L’ chart (DEST, 2002) to gauge
students’ prior knowledge of topic and
understand what interests them about
this unit topic.

Lesson 3: Enhancing

*Lesson focus: workplace legislation
.

*Teacher exposition of
C
ommonwealth
and
S
tate legislation relating to work.

*
Teacher exposition of types of
employees covered by Commonwealth
and State legislation.

*Case scenarios given to students and
they determine whether the employee is
covered under a Commonwealth or State
legislation.

*Students explore the
Workplace
Relations Act 1996
(Cth)

and
Fair Work
Act 2009

(Cth)
.


Lesson 4: Enhancing

*Lesson focus: legislative and
regulatory changes to the workplace.

*Students research online recent
legislative changes (e.g. AIRC rep
laced
by Fair Work Australia and Workplace
Authority replaced by the Fair Work
Ombudsman).

* ‘T
-
Chart’ (DEST, 2002) with students
to understand cause and effect (i.e. what
caused the legislative/regulatory change
and what effect does this change have
on so
ciety?).


Lesson 5: Enhancing

*Lesson focus: types of employees
(full
-
time, part
-
time, regular, casual,
probationary, for a set period or fixed
task, apprentices, trainees and
independent contractors).

*Students allocated into ‘expert
groups’ (DEST, 2002)
and are given
one type of employee to investigate.

*
Within ‘expert groups’ students will
create a poster with their findings
(including concept map with
identifying features/working conditions
of their allocated type of employee).

WEEK
2

Lesson 6:

Enhancing

*Lesson focus: types of employees.

*Students present their ‘expert group’
posters from the previous lesson to the
whole
class (adapted from QSA,
2007, p
. 27).

*’
Expert group’ posters are put up

around the room.

*‘Round Robin’ (DEST, 2002)
simila
rities and differences between
each type of employee.

* ‘Placemat’ (DEST, 2002) group
activity where students analyse and
evaluate why society has different
types of employees.

Lesson 7:

Enhancing

*Lesson focus: independent contractors,
existence of an
employer
-
employee
relationship and the major indicia
(
Stevens v Brodribb Sawmilling
Company Pty Ltd

(1986) 160 CLR 16;
Abdulla v Viewdaze Pty Ltd trading as
Malta Travel

[2003] AIRC PB, PR
927971).

*Teacher exposition of the major
indicia.

*In small groups
, students will be
presented with hypothetical and real
legal scenarios and they must decide
whether an employer
-
employee
relationship existed and
explain their
answer using the major indicia

and
‘ILAC’ method.

Lesson 8:

Enhancing

*Lesson focus: major stak
eholders in the
workplace.

*Brainstorm and concept map with
students possible stakeholders in
employment.

*Students allocated into ‘expert groups’
(DEST, 2002) and

are given one major
stakeholder in employment
to
investigate

(e.g. what does this
stakeholde
r aim to achieve? What
functions or effect does this stakeholder
have on employment law?)

*
Within ‘expert groups’ students will
create a poster with their findings

and
present this poster to the whole class.

*‘Expert posters’

are put up around the
room.

*H
omework: formulate interview
questions to be used next lesson.

Lesson 9:

Enhancing

*Lesson focus: major stakeholders in the
workplace.

*Teacher to review students’ interview
questions for appropriateness.

*Representatives from the Australian
Council of Tra
de Unions, the Chamber
of Commerce and Industry Queensland
and Fair Work Australia will discuss
their organisation and take interview
questions from students via ‘S
kype’
(adapted from QSA, 2007, p
. 27).

* Students will interview the
representatives and
record answers.

*Homework: students will collate the
information recorded from the
interviews of industry representative and
present this information in a written
summary.

Lesson 10:

Enhancing

*Lesson focus: major stakeholders in
the workplace.

*Random sel
ection of students will
present their summary of their
interview findings to the class.

*‘PMI’ (DEST, 2002) whole class
activity about the findings from the
interviews conducted the previous
lesson.

* Venn Diagram’ (DEST, 2002) to
explore the similarities
and
conflicting/competing interest of
stakeholders.

*Evaluate in ‘think, pair, share’
(DEST, 2002) the importance or value
of stakeholders in the workplace.

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MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

WEEK
3

Lesson 11:

Enhancing

*Lesson focus:
awards and agreements.

*‘K
-
W
-
L’ chart (DEST, 2002) with
students about workplace awards and
agreements.

*Brainstorm and concept map with
students some employment terms and
conditions that may be found in an
award or agreement (e.g. hours, pay
rate, public holidays, etc.).

*Teacher exposition on modern awards
and enterprise agreements.

*Homework: students consider what
they believe are the most important
rights for their futu
re working life that
they want protected (Woodgate, Black,
Biggs & Owens, 2008, p. 137)
.


Lesson 12:

Enhancing

*Lesson focus: safety net of workplace
conditions

(i.e. modern awards, national
employment standards and national
minimum wage orders)
.

*Share
homework response as a whole
class.

*
Students to research online
(www.fairwork.gov.au) the national
employment standards and national
minimum wage orders.

*
Students given a range of real and
hypothetical workplace awards and
agreements that are illegal and

using the
‘ILAC’ method, identify the issue within
the workplace award and fix the
workplace award so that it meets the
safety net of national conditions.

*Whole class discussion: students
evaluate the social importance of the
minimum conditions within th
e safety
net.

Lesson 13:

Enhancing

*Lesson focus: modern awards and
enterprise agreements.

*In small groups students are given an
occupation and research online the
award that covers that occupation and
some of the employment conditions
within that award a
nd present the
findings to the class (adapted from
QSA, 2007, p. 27).

*Evaluate different types of awards on
workers (QSA, 2007, p. 27).

*Students role
-
play as employer/s and
employee/s in small groups to prepare
a draft enterprise agreement in
response to

a hypothetical workplace
scenario (QSA, 2007, p. 27).

Lesson 14:

Enhancing

*Lesson focus: changes to awards and
agreements.

*Students research online
(www.fairwork.gov.au) the recent
changes that have occurred regarding
awards and agreements (e.g. phasin
g
out of Australian Workplace
Agreements, Employee Collective
Agreements and Union Collective
Agreements to be replaced with
Modern Awards, Enterprise
Agreements, National Minimum
Wage Orders and
National
Employment Standards).

* ‘T
-
Chart’(DEST, 2002) as w
hole
class the strengths and weaknesses of
recent changes to awards and
agreements for society.

*‘Placemat’ activity (DEST, 2002)
where students evaluate why the laws
might have changed.

Lesson 15:

Enhancing

*Lesson focus:

industrial action
.

*Students formulate questions
about industrial action and go onto
the Fair Work Australia website
and ask the experts online
on t
he
process of industrial action
.

*Response to stimulus

(Berry,
2010)
: consider effects of industrial
action on employers, emplo
yees
and society.

* Whole class ‘round robin’
(DEST, 2002) to discuss whether
industrial action is good.

*S
tudents
given a hypothetical legal
scenario regarding an employee
who wants to take action against an

unfair enterprise agreement
.

S
tudents will advi
se their
hypothetical client as to the
processes they must undertake
.


WEEK
4

Lesson 16:

Enhancing

*Lesson focus:
Workplace Health and
Safety

(WHS)

legislation and duties.

*Brainstorm a
nd concept map
things
that students do every day to prot
ect
their own
and others health and safety.

*Glossary of

relevant terms activity
sheet to be completed individually or in
pairs.

*Activity sheet: students to search
through

the WHS QLD

website to find
relevant legislation that guides
Workplace Health and Safety and
answ
er the activity sheet questions.

*‘Think, pair, share’ (DEST, 2002)
activity where students will write one

paragraph personally evaluating why
we have Workplace Health and Safety
laws and regulations and then share.

*Homework:

Pick one section of WHS
legislation and explain the section
including its importance for society.

Lesson 17:

Enhancing

*Lesson focus:
WHS
in occupations.

*
Present

homework that was issued the
previous lesson.

*In a ‘hot potato’ activity (DEST, 2002),
stud
ents will negotiate as a class to pick
approximately six different jobs. Each
job title will then be written onto
a
different sheet of poster paper. Students
will spend a few minutes at each
poster/job listing as a group on the poster
possible risks associ
ated with that job
and how they could make that job safer.
Students will then rotate to another
poster/job until they have contributed to
each.

*Students will pick one job that interests
them and research the specific risks
associated with that job includi
ng the
applicable code of practice and ways
risks are minimised

(
Department of
Justice and Attorney
-
General, 2010)
.

Lesson 18:

Enhancing

*Lesson focus: internal and external
investigators of WHS.

*Students will be given a number
from 1
-
5 (DEST, 2002). Stud
ents will
complete an activity sheet on the

roles
and responsibilities of the

following
depending on their number:

1
.

WHS Officers
;
2
.
WHS
Supervisors
;
3
.
WHS Committees
;
4
.
Unions
;
5
.
WHS QLD Inspectors.

*Reciprocal teaching

(adapted from
Orlich
, 2001, p.

345)
: at the end of the
allocated research and self
-
teach time
students will then be instructed to find
students who researched every
number apart from their own and be
taught by the student about the other
roles in exchange for the student
explaining the
ir researched role.

Homework: investigate who is in the
WHS committee of the school.

Lesson 19:

Enhancing

*Lesson focus: WHS assessment of
school and hazard identification.

*Students will be handed WHS school
assessment checklists (Department of
Educatio
n
and Training, 2010) and
will
assess the WHS of the school

(adapted from QSA, 2007, p. 27
)
.

*Students will convene back at the
classroom and share their results of
the
school WHS assessmen
t
.

*As a whole class students will
prioritise the identified risks
in terms
of their possibility of causing harm
and the degree of harm that could be
caused.

*Students will then pick one
hazard/risk that they identified and fill
in a hazard report to be presented to
the school WHS Officer.

*Homework: what constitutes a
br
each and provide 3 examples.

Lesson 20:

Enhancing

*Lesson focus: reporting,
prosecution

and penalties
.

*‘Round robin’ (DEST, 2002)

homework answers.

*Allow students to look through
workplace safety books.

*Whole class discussion: why do
you think it is nec
essary to report
any incidents in the workplace?

*Class reading of
reporting
incidents,
process of prosecution

and penalties
.

*Students to summarise the three
concepts.

*Class
simulated game show quiz.

*Construct flow chart of
appropriate steps to be taken

if
somebody is injured at work

*Homework: research what
enforceable undertaking is.

Mackenzie Aarts


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10



MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

WEEK
5

Lesson
2
1:

Enhancing

*
Lesson focus:

compensation for
injured workers.

*Present students with images that
contain WHS hazards.

* ‘T
-
Chart’ (DEST, 2002) the cause
and effect of hazards or actions in
stimuli.

*Students will be given a
hypothetical client and legal scenario
involving injury to the client from
work. Students will research the
Workplace Health and Safety Act
1995

(Qld)
,
Workers’ Compensation
and Rehabilitation Act 2003

(Qld),
WorkCover Queensland
website

and
the WHS QLD website

to respond to
their clients request for advice and
advise client on methods for
compensation.

Lesson
2
2:

Enhancing

*
Lesson focus: apply
ing

and evaluating
WHS laws.

*Students will view the video
‘Worker’s death prompts call
to halt
installation scheme
’ (Peacock
, 2009)
and will answer questions on an activity
sheet while viewing the video.

*Whole class discussion of video.

*Students will read the case of
WorkCover Authority of NSW v Black
Stump Restaurant

(2000) 102 IR 40 and
respond to questions on an activity
shee
t (Woodgate et al., 2008, p. 170
-
171
).

Lesson 2
3
:

Enhancing

*Lesson focus:
Safety Sense general
component and certificate.

*Students will go to the Safety Sense
website (
http://www.deir.qld.gov.au/

workplace/pdfs/safetysense/index.htm
)
and complete the general component
test in order to get their certificate.

*Students complete silent reflection
extending on the person
al

evaluation
why we have Workplace Health and
Safety Laws done in lesson 16. Exten
d
on the impo
rtance of WHS laws and
reflect
if

their attitudes
towards WHS
has

changed and how they will
implement WHS into their lives.

Lesson
2
4:

Enhancing

*Lesson focus:
types of discrimination.

*‘Placemat’ activity (DEST, 2002)
where students consider
what is
discrimination and then present to class.

*Concept map with students from the
results of their ‘placemat’ activity what
is discrimination, some attributes that
people can be discriminated against and
examples of dis
crimination in current
affairs an
d create a class definition of
discrimination.

*
In small groups students are given

one
attribute (e.g. race, religious belief, age,
sex, etc.) and will identify relevant
Commonwealth and Queensland
legislation regarding discrimination
against that attribut
e. Findings will be
written onto the whiteboard

by a

scribe
from each group.

Lesson
2
5:

Enhancing

*Lesson focus:

sexual harassment
in the workplace.

*
Scenarios given and as whole
class students will decide whether
they deem the actions to be sexual
harassment and justify their
opinion.

*
Students will be given resource
sheet on ‘what is
sexual
harassment’
and this will be read
out to class.

*
Class discussion on sexual
harassment.

*View video ‘David Jones’ $35
M
illion Suit’ (Network Ten
, 2010)
and
complete activity sheet while
viewing the video.


WEEK
6

Lesson 2
6:

Enhancing

*Lesson focus: adverse action and
exemptions to discrimination.

*On the whiteboard, adverse actions
will be written and students are to
copy this down into their workbooks.

*
In groups students will
research
online and relevant legislation to
identify

exemption
s

to
discriminatio
n.

*Two
-
column analysis of strengths
and weaknesses of exemptions to
discrimination.

*Class discussion (QSA, 2007, p. 10
)
where students
discuss
whether

these
exemptions
should exist
.



Lesson 2
7:

Enhancing

*Lesson focus:

reporting discrimination

and conciliation
.

*Students research online on the Fair
Work Ombudsman and Anti
-
Discrimination Queensland website and
create a flow chart/graphic organiser
(DEST, 2002) depicting the process in
reporting discrimination.

*Activity sheet: s
tudents will watch a
video

‘Working it through: a guide to
the ADCQ conciliation conference’
(Anti
-
Discrimination Commission
Queensland, 2004) and answer
questions.

*In mediu
m sized groups students will
be given character sheets and scenario
and will role
-
play a conciliation
conference.


Lesson 2
8:

Enhancing

*Lesson focus:
practice identifying,
applying and evaluating discrimination
and anti
-
discrimination legislation.

*

ILAC


analysis
of newspaper article

Printing Company Wongtas allegedly
discriminated against worker Jiongqui
Ye’ (
News.com.au, 2010).

*In pairs, students will search online
through the Human Rights and Equal
Opportunity Commission website, Fair
Work Australia
website, Anti
-
Discrimination Queensland website or
Austlii to find a case regarding
workplace discrimination and will
present to the class: what the case is,
the facts of the case, the relevant
legislation, the outcome and whether
the outcome was fair.

Les
son 2
9:

Enhancing

*Lesson focus: raising awareness of
workplace discrimination in society.

*‘Round r
obin’ (DEST, 2
002) where
students discuss the

purpose and
importance of anti
-
discrimination
protection laws in the workplace.

*
Now that students can articul
ate the
importance of anti
-
discrimination
protection in the workplace they will
inform their school community.

*
As a whole class, students will create a
one
-
page informative summary which
will be published in the next school
newsletter.


Lesson 3
0:

Enhancing

*Lesson focus: unlawful dismissal.

*Brainstorm and concept map as
whole class valid reasons w
hy an
employer might dismiss an

employee.

*Brainstorm and concept map as a
whole class suggestions as to what
might constitute an unfair or
unlawful
reason for dismissal.

*Teacher exposition of unlawful
dismissal including the test, onus of
proof, who may bring a claim and
exemptions (e.g. inherent
requirement of particular position
or in good faith to avoid injury to
the religious susceptibilities of
adherents of that religion or creed)
(
Workplace Relations Act 1996

(Cth) s 659).

Mackenzie Aarts


n6527914


11



MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

WEEK
7

Lesson 31:

Enhancing

*Lesson focus: unfair dismissal.

*Teacher exposition of unfair dismissal
including the test, onus of
proof, who may
bring a claim and exemptions (e.g.
misconduct, poor performance and the
operational requirements of the business).

*Provide students with hypothetical or
real legal scenarios where people have
been dismissed from their employment
and student
s will identify and explain
whether the dismissal was unfair or
unlawful.

Lesson 32:

Enhancing

*Lesson focus: complaint process and
remedies for unlawful dismissal and
unfair dismissal.

*Students to investigate and research
online the process for lodging a

complaint and remedies available to
people who have been unlawfully or
unfairly dismissed and report back.

*As a whole class, students will
construct a flow chart of the steps in
lodging a complaint of unfair or
unlawful dismissal.

*As a whole class, stud
ents will create
a two
-
column table demonstrating the
remedies available for unlawful
dismissal (column A) and unfair
dismissal (column B).


Lesson 33:

Enhancing

*Lesson focus: unlawful dismissal
and unfair dismissal.

*In small groups, students will be
pre
sented with hypothetical or real
legal scenarios regarding cases of
unlawful or unfair dismissal. Students
will investigate, analyse and apply the
law to the legal scenario.

*In small groups, students will view a
range of newspaper articles and legal
cases

on unlawful and unfair dismissal
and evaluate whether the outcome was
just. Consider both the needs/position
of the employer and the
needs/position of the employee. If
outcomes are deemed to be unjust
students will decide on possible
changes to the law.

L
esson 34:

Synthesising

*Summarise main concepts and
legislation taught throughout this unit.

*Game show quiz: students will be
divided
in
to 4

groups for the game
show and will answer content
questions about any concept of law in
the workplace covered throu
ghout the
unit

with the teacher acting as the quiz
master
.

*Students will be presented with a
range of hypothetical and real legal
scenarios relating to any aspect of
employment law taught in this unit
and will draw on their knowledge and
understanding, in
vestigation skills,
evaluation skills and ability to
communicate and research effectively
to answer the questions posed in
regards to each legal scenario.

Lesson 35:

Synthesising

*Teacher modelling
essay
format
that will be required in exam and
elements

of effective extended
response (literacy activities taken
from Schmidt & Kenman, 1996).

*Exam practice: students will be
presented with stimulus material
relating to any of the topics covered
in this unit and respond to questions
provided that involve stu
dents
drawing on their knowledge and
understanding, investigation skills,
evaluation skills and
communication and research skills.

*Peer modelling: students will swap
their response with another student
and analyse and evaluate how
appropriately the other
student has
answered the questions and provide
suggestions as to how to improve
the response.

*Students will then receive their
response back and read the peer
feedback.

WEEK
8

Lesson 36:

Synthesising

*Class time for student revision of unit
concepts for

exam.

*Teacher available for
student
consultation.


Lesson 37
-
38
(lesson comprising of
100

minutes)





SUMMATIVE ASSESSMENT
TASK:
SUPERVISED
EXTENDED
RESPONSE
EXAM

Lesson 39: Synthesising

*
Individually or in small groups
students are to select any aspect

of
law in the workplace tha
t they have
learned

in this unit that they feel needs
to be improved.

*
Students will write a letter addressed
to the current Queensland or Federal
Minister responsible for employment
laws and make a recommendation in
this lette
r for what law needs to be
changed, how this law can be changed
and why this law should be changed
including the benefit for society.

*Homework: students will finish
writing their action letters.


Lesson 40:

Synthesising

*

The teacher will collect all
student action letters
.

*
‘PMI’ (DEST, 2002) as whole
class for students

to give the teacher
feedback on what they liked about
this unit, what they didn’t like
about this unit and what they that
was interesting.

*
Class discussion
on role of law in
workplace

and the importance of
laws in the workplace for
themselves and society as a whole.

*Briefly make students aware of the
topic for the next unit; law in a
changing society.

Mackenzie Aarts


n6527914


12



Legal Studies
lesson plan 1

CLB034: Legal Studies

Curriculum Studies 2


School:
St. Matthias College

Year level
:
12

Nature of student group
:
26 students


16 female and 10 male students of mixed abilities and backgrounds

Unit title:
You, the law and society: Jobs

Phase of unit
:

Enhancing

Lesson:

15

Duration of lesson:
45 minutes

F
ocus

for lesson
:
i
ndustrial action

Lesson objectives/aims
:


By the end of this lesson students will be able to:



Understand the purpose and process of industrial action
.



Critically review the law’s attempts to achieve just, fair and equitable outcomes to issue
s regarding disputes in the workplace
.



Take a stance on industrial action and justify this stance through evaluating the strengths and w
eaknesses of industrial action
at an individual and social level
.



Select and apply appropriate workplace laws regarding
industrial action to a hypothetical legal scenario to develop a reasoned response
.

Resources:




Class roll



Whiteboard



Whiteboard markers



Whiteboard eraser



Student laptops



Internet access

Mackenzie Aarts


n6527914


13




27 copies of Resource 15.1



27 copies of Resource 15.2



T
eacher
reflection journal




Teaching

strategies
/learning
experiences

Duration

Evaluation/assessment of students’
learning

Teacher

Students










Class discussion

(QSA,
2007, p. 10)
.






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J
L’ char
琠⡄䕓qI
OMMOF

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wo牫book献


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‘W’ column

of the ‘K
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These answers will be written into the ‘L’ column of the
‘K
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L’ chart (DEST, 2002).



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f楮d楮g献


Mackenzie Aarts


n6527914


14




Students will

be asked to move their seats so that they are
sitting in a circle and will be given the newspaper article
‘Health workers angry over pay offer’ (Berry, 2010)
(Resource 15.1)
and will be called upon to read this
article aloud.



Initiate a class discussion

of the effects that industrial
action taken by health workers might have on employers,
employees and society.


‘Round Robin’
(DEST, 2002)
with students around the
circle whether they believe that industrial action a good
method for achieving an outcome on

disputes in the
workplace and ask students to justify their response.


Give each student the hypothetical legal sce
nario
(Resource 15.2
) regarding an employee who wants to
take industrial action against an unfair enterprise
agreement and inform them to
advise their hypothetical
client as to the

processes they must undertake. Walk
around and conference with students to check for
understanding during this activity.


At the end of the allocated activity time, inform the
students to do a ‘5 minute pause’ (
ad
apted from
Mid
-
continent research for Education and Learning, 2010
;
DEST, 2002
) and write in their student journals:
summarise what they have learned, identify one thing
their already knew and one thing that was new to them,
describe something that they fo
und interesting and
identify one thing that was confusing and try to clear it
up.


Dismiss the class.




LESSON CLOS
E


Teacher journal reflection of
lesson.

All students should move their chairs into a circle
formation. When given the newspaper article (Berry,
2010) students w
ho are called upon to read should read
the newspaper article aloud until the tea
cher instructs
another student
to continue reading. Other students who
are not reading aloud should be following along as the
newspaper article is read.


Students will consider

what effects a resulting industrial
action taken by health workers might have on employers,
employees and society and participate in a class
discussion to present their response.


Every student will be asked to determine whether they
believe industrial ac
tion is a good method for achieving
an outcome on disputes in the workplace and will be
required to justify the reasons for their response.


When given the hypothetical legal scenario, students will
read this scenario and respond to the questions

on the
re
source sheet. They may consult with other students
during this activity.






Students will reflect on the lesson content and learning.








When instructed by the teacher, students will pack away
their belongings, clear their area and leave the
classroom
in an orderly manner
.



Class discussion

(QSA,
2007, p. 10)
.


Class and guided reading.


Interpretation of a
newspaper article

(QSA,
2007, p. 11)
.




Class discussion

(QSA,
2007, p. 10)
.




‘Round Robin’ (DEST,
2002).



Legal case method

(QSA,
2007, p. 10)
.







‘5 minute pause’ for
reflection (
adapted from
Mid
-
continent research for
Education and Learning,
2010
; DEST, 2002
).




10 minutes


















8 minutes







7 minutes






Is every student sitting in the cir
cle
formation?

Does every student have a copy of the
newspaper article?

When selected students are called upon
to read are they able to read fluently
and confidently?

Are students who are not reading
remaining silent and listening to the
person who is spe
aking?


Do all students want to participate in
the class discussion?

Are students able to propose
appropriate and informed effects that
industrial action might have?

Does every student have an opinion as
to whether industrial action is good?

Are students a
ble to justify their
opinion in a thorough explanation of
their reasoning?


Does every student have a copy of the
hypothetical legal scenario?

During teacher conferencing and
checking for student understanding are
students appear confused as to any of
the
lesson content so far?

Do students understand the task?


Are students working silently on their
reflection?












Mackenzie Aarts


n6527914


15


Legal Studies
lesson plan 2

CLB034: Legal Studies Curriculum Studies 2


School:
St. Matthias College

Year level
:
12

Nature of student group
:
26 students


16 female and 10 male students of mixed abilities and
backgrounds

Unit title:
You, the law and society: Jobs

Phase of unit
:
Enhancing

Lesson:

16

Duration of lesson:
45 minutes

F
ocus for lesson
:
Workplace Health and Safety legislation and duties

Lesson objectives/aims
:


By the end of this lesson students
will:



Recognise that they take precautionary safety measures to protect themselves and others every day



Have expanded their knowledge and use of Workplace Health and Safety legal linguistics and visual terminology



Demonstrate knowledge of Workplace Health
and Safety laws, specifically the
Workplace Health and Safety Act 1995

(Qld)



Recognise and critically reflect on the importance and social purpose of Workplace Health and Safety laws

Resources:




Class roll



Whiteboard



Whiteboard markers



Whiteboard eraser



27

copies of Resource 16.1



27 copies of Resource 16.2

Mackenzie Aarts


n6527914


16




Student laptops



Access to internet



Wide selection of paper
-
based materials relating to Workplace Health and Safety



Teacher reflection journal



Teaching

strategies
/learning
experiences

Duration

Evaluatio
n/assessment of students’
learning

Teacher

Students








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Mackenzie Aarts


n6527914


17


they are to access the internet and search the Workplace
Health and
Safety
Q
ueensland website
(
http://www.deir.qld.gov.au/workplace/index.htm
) to find
relevant legislation that guides Workplace Health and
Safety (i.e. specifically the
Workplace Health and Safety
Act 1995

(Qld),
Health and Safety Regulation 2008

(Qld)
and codes of
practice) and answer the questions on the
activity sheet.


At the end of the allocated activity time, instruct students
to return to their seats and to take out their workbooks.


Write the following on the whiteboard:
What social
purpose do Workplace Heal
th and Safety laws
have
and
why are these laws important?


Instruct students to

spend time silently reflecting on the
question on the whiteboard and to write their reflection
into their workbooks.


At the end of the reflection time ask students to ‘think,
pair, share’ (DEST, 2002) by asking students to turn to
the person next to them and to share their reflection with
their partner. Once students have shared their reflection
with their partner, call on a selection of pairs to discuss
their reflections for t
he whole class.


Instruct the students to do a ‘5 minute pause’ (
adapted
from
Mid
-
continent Research for Education and
Learning, 2010
; DEST, 2002
) and write in their student
journals: summarise what they have learned, identify one
thing their already knew
and one thing that was new to
them, describe something that they found interesting and
identify one thing that was confusing and try to clear it
up.


While students are completing their ‘5 minute pause’
(
adapted from
Mid
-
continent Research for Education an
d
Learning, 2010
; DEST, 2002
) write the student
homework task on the whiteboard; select one section of
the
Workplace Health and Safety Act 1995

(Qld) and
explain the selected section, including its importance for
society.


When students have finished their ‘5 minute pause’
the Workpla
ce Health and Safety Queensland website
and answer the questions on the activity sheet.



Throughout this research activity, students will compare
their answers with other students.




Students will return to their seats and take out their
workbooks.






Students will spend an allocated amount of time silently
and individually reflecting on the question posed by the
teacher that is written on the whiteboard.


Once the allocated reflection time has concluded students
should turn to the person next to them a
nd read their
reflection to their partner or summarise their reflection
response for their partner.

Once every pair has discussed their reflections, select
pairs will be called upon by the teacher to discuss what
they said in their reflections and if their

response was
different to their partners.



Students will reflect on the lesson content and learning.














Students will copy down the homework task into their
activities.


Small group work.


Using the internet (QSA,
2007, p. 11).












Critical reflection.




‘Think, pair, share’
(DEST, 2002).






‘5

minute pause
’ reflection
(adapted from Mid
-
continent Research for
Education and Learning’
DEST, 2002).





























7 minutes











8 minutes


















Has every student arranged themself
into a group?

Do
es every group have access to
at
least one laptop and the internet?

Are students
on the correct website?

Are students able to identify the
relevant and current legislation?

Can students find legal databases to
access the online version of legislation?








Are students writing in their workbooks
silently?



Do students feel comfortab
le sharing
their reflection with someone else?

Are students discussing their reflection
with their partner?

Do both students in pairs have similar
or different reflections?


Are students working silently on their
lesson reflection?















Has every
student written down their
homework task into the student diaries?

Mackenzie Aarts


n6527914


18


instruct the students to write the homework task into their
student diary and make them aware that the homework is
due the next lesson.



Dismiss the class.





LESSON CLOS
E


Teacher journal reflection of
lesson
.

student diaries and should raise any questions that they
have about the lesson content
or the homework task to
the teacher.


When instructed by the teacher, students will pack away
their belongings, clear their area and leave the classroom
in an orderly manner.








Does every student understand the
homework task?

Are students asking a lot of questions
about lesson content?















Mackenzie Aarts


n6527914


19


Legal Studies
lesson plan 3

CLB034: Legal Studies Curriculum
Studies 2


School:
St. Matthias College

Year level
:
12

Nature of student group
: 26 students


16 female and 10 male students of mixed abilities and backgrounds

Unit title:
You, the law and society: Jobs

Phase of unit
:
Enhancing

Lesson:
17

Duration of lesson:
45 minutes

F
ocus for lesson
:
Workplace Health and Safety in occupations

Lesson objectives/aims
:


By the end of this lesson students will be able to:



Demonstrate and make statements of specific
knowl
edge about the
Workplace Health and
Safety Act 1995

(Qld)



Make recommendations on how certain types of occupations could be made safer



Appropriately research, select, organise and present relevant law



Understand the relevance of Workplace Health and Safety to their future working life

Resour
ces:



Class roll



Pen
s



5 sheets of poster paper



Student laptops



Access to internet



Teacher reflection journal


Mackenzie Aarts


n6527914


20



Teaching

strategies
/learning
experiences

Duration

Evaluation/assessment of students’
learning

Teacher

Students










Checking homework
completion.















‘Hot potato’ activity
(DEST, 2002).





Medium
size group work.






Explicit instruction of
learning experiences and
activities.





7

minutes






















20 minutes























Are students listening to teacher
explain the lesson focus and

lesson
objectives?


Have students completed their set
homework task?


Do students who did not complete their
set homework task understand that they
must present the completed task by the
beginning of the next lesson?



Are students comfortable standing at

the front of the class to present their
homework or would they prefer to
p
resent from their desk?

Have students identified a section from
the relevant legislation?

Are students able to summarise this
section of legislation into an age
-
appropriate
explanation?

Can students identify why this section
of legislation is important for society?

Are all students negotiating and having
their input valued as to job
suggestions?

Is every student in a group?





Are students listening to the teacher
instructio
n for the following activity?

Are students working as a team,
valuing the contribution of every
member?

Invite students into the classroom.


Mark the class roll
.


Inform the students of the lesson focus and lesson
objectives.


Ask every student to get out their completed homework
task that was
given in the previous lesson.


Walk around the classroom to check that every student
has completed the homework task. For students who have
not completed the homework task, make a note of their
name in the teacher reflection journal
and inform them
that th
ey must present the completed homework task by
the beginning of the next lesson.


Randomly select some students to move to the front of
the classroom and present their homework task;
identifying what section of the legislation they chose, the
summary of th
is section and the importance of this
section for society.


‘Hot potato’ activity (DEST, 2002): A
s
k

students to
select 5 different types of jobs (e.g. doctor, nurse, teacher,
engineer, etc.). When students have selected 5 different
types of jobs, each titl
e of these jobs will be written onto
a different sheet of poster paper.


Instruct students to form 5 groups (approximately 5
people in each group).


Once students have formed groups, distribute one sheet
of poster paper/job title to each group.


Inform the

class that in a group they are to spend a few
minutes listing as a group the possible risks associated
with that job and propose ideas as to how they could
make that job safer.


Students to enter the classroom.


When their name is called students should respond with
by saying ‘present’ or ‘here’.

Students will listen to the teacher explain the lesson
objectives and lesson content.


Students will retrieve t
heir completed homework task that
was set for them in the previous lesson. Any student who
has not completed their homework task will alert the
teacher to
this when the teacher walks around the class to
check of the homework has been completed. Any student

who has not completed the homework task shall complete
the homework before the beginning of the next lesson.




Students selected by the teacher to present their
homework response should move to the front of the
classroom and take turns presenting their
homework
response.



Students will negotiate as a whole class to pick 5
different types of jobs that interest them and inform the
teacher of their selections.




Students will form groups of approximately 5 people and
move to sit with their group.




Stude
nts will be listening to the teacher instruction for the
following activity.

Students will work as a team to identify as many possible
risks associated with the job on the poster in front of
them and propose ideas as to how they could make that
job safer.

Mackenzie Aarts


n6527914


21


Once a few minutes has passed, instruct stude
nt groups to
rotate clockwise

and move to the next poster/job title and
answer the same questions just for a different job and
build on students’ answers that were previously written
on the poster by the previous group/s.


Continue rotating groups until every group has
contributed to
every poster.


At the end of the ‘hot potato’ activity (DEST, 2002) the
teacher will call on student groups to move to the front of
the classroom one by one to present the poster in front of
them.


Ask students to reflect on an occupation that they plan on

working in when they finish high
-
school. Once students
have identified an occupation inform students that they
are to research online the specific risks associated with
that occupation, the applicable code of practice and ways
risks are currently minimise
d in that occupation.








At the end of the allocated activity time instruct the
students to do a ‘5 minute pause’ (adapted from Mid
-
continent Research for Education and Learning, 2010;
DEST, 2002) and write in their student journals:
summarise what
they have learned, identify one thing
their already knew and one thing that was new to them,
describe something that they found interesting and
identify one thing that was confusing and try to clear it
up.


Dismiss the class.




LESSON CLOS
E


Teacher journ
al reflection of
lesson.


When instructed by the teacher, student groups will stand
up and move in a clockwise direction to the next poster
and answer the same questions for the different job.





When called on by the teacher, the student groups will
move to the front of the clas
sroom with the poster that is
in front of them at their desks and present the responses
to the class.



Students will pick one occupation that they plan on
working in when they finish high
-
school. If students do
not have plans for their working life outsid
e of high
-
school then students should pick any job that interests
them.

At the end of the teacher instruction for the activity,
students will access the internet and research their chosen
occupation for the specific risks associated with that
occupation, t
he applicable code of practice (if any) and
ways that the industry attempts to minimise risks and
workplace injuries in that occupation.




Students will reflect on the lesson content and learning.








When instructed by the teacher, students will pack
away
their belongings, clear their area and leave the classroom
in an orderly manner.
















Using the internet (QSA,
2007, p. 11)













‘5 minute pause’ (adapted
from
Mid
-
continent
Research for Education
and Learning, 2010;
DEST, 2002).




















11

minutes













7 minutes







Are students writing their responses
onto the poster paper?

Has every student group rotated
clockwise when instructed?



Has every group had the opportu
nity to
respond to each job/poster?


Did students correctly identify possible
risks associated with each job?

Did students propose thoughtful
suggestions as to how these
occupational risks could be minimised?

Does every student have a job in mind
that they

can use to research?




Does every student have access to a
laptop and the internet?

Are students able to locate and use
appropriate websites and legal
databases for their research?

Are students writing down their
findings into their workbooks?



Are
students working silently on their
lesson reflection?










Mackenzie Aarts


n6527914


22


Legal Studies
lesson plan 4

CLB034: Legal Studies Curriculum Studies 2


School:
St
. Matthias College

Year level
:
12

Nature of student group
: 26 students


16 female
and 10 male students of mixed abilities and backgrounds

Unit title:
You, the law and society: Jobs

Phase of unit
:
Enhancing

Lesson:
18

Duration of lesson:
45 minutes


F
ocus for lesson
:
Internal and external investigators of Workplace Health and Safety

Lesson objectives/aims
:

By the end of this lesson students will be able to:



Demonstrate knowledge of the types of internal and external investigators of Workplace Health and Safety



Explain the roles and responsibilities of each type of internal and extern
al investigators of Workplace Health and Safety



Work in a team to appropriately research, organise and teach one type of internal or external investigators of Workplace Heal
th and Safety to other class members


Resources:



Class roll



Whiteboard



Whiteboard m
arkers



Whiteboard eraser



Student laptops



Access to the internet



27 copies of Resource 18.1



Teacher reflection journal

Mackenzie Aarts


n6527914


23



Teaching

strategies
/learning
experiences

Duration

Evaluation/assessment of students’
learning

Teacher

Students









‘Reciprocal
teaching’
(adapted from Orlich,
2001, p. 345).



‘Numbered heads’ (DEST,
2002)
.




Explicit teacher instruction
of learning activity.


Discovery learning
(Bruner as cited in
Snowman et al., 2009, p.
337).



Medium
size group work.
















5 minutes







10 minutes







































Are the students
listening to the
explanation of the lesson focus and
objectives?



Can every student remember what
number they were given?




Does every student understand the
task?


Does every student understand what
type of investigator they are
researching?


Has every
student formed a group with
students who were allocated the same
number as them?


Has every student collect
ed

the activity
sheet from the front of the classroom?