Unit 1 – Area of Study 1: Legal foundations

Outcome 1

Describe the main sources and types of law, and assess the effectiveness of laws.

Examples of lear​ning activities

• Develop a mind map that illustrates the concept of social cohesion. In the centre of the mind map place the term social cohesion. Draw a number of branches off the centre with subtopics such as community, peace, safety, security, order, harmony, rights and responsibilities and resolving disputes. Working in pairs, students identify examples of how society provides and ensures each subtopic.
  Refer to ​Appendix 1 - Social Cohesion​ (docx - 80.18kb)
• Working in pairs, students create a glossary of words associated with the principles of justice. Once completed this list is to be placed in alphabetical order. Students then use this completed glossary to develop a definition of justice that must include the concepts of fairness, equality and access. Examples and illustrations to demonstrate the definition can be included. Posters could then be developed.
• Write a short paragraph discussing the distinction between statute law and common law. Ask students to explain the relationship between statute law and common law, as well as the impact of parliamentary sovereignty on common law in their answers.

• Collect and maintain a folio of news items about recent legal cases.
• Divide the class into groups of equal numbers. Each group has been lost on a deserted island and has to fend for themselves. They must create a workable society and survive as a community. Create a list of jobs that are needed to survive. Identify the conflicts that may arise. Each group must develop a list of tasks and goals for their group. They must then develop and codify a list of rules or laws to ensure that the group can operate as a community. Each rule/law must be justified and explained. How well will each proposed law meet the requirements of an effective law? Consider if the principles of justice apply?
• Collect news items covering a range of current legal issues and cases. Ask students to:
  • ​Identify the specific laws and legal issues presented.
  • Explain how each legal case or issue reflects community values (e.g. social, moral, political, economic, technological and environmental).
  • Consider whether the news item reflects or indicates that community values are changing?
  Present findings in a table.
• Use the VicRoads website to investigate pedestrian safety.​ Prepare responses to the following:
  • Describe the range of resources and strategies designed to keep pedestrians safe.
  • Describe three strategies from the webpage aimed at reducing accidents involving pedestrians.
  • Write a response explaining how these strategies help to create social cohesion.
  • Evaluate whether each strategy is likely to be effective in bringing about a reduction in the Victorian pedestrian road toll.
• Go to the Victorian Parliament webpage and visit the 'About Parliament' link​. This depicts how legislation is created and changed. Research and examine the role of the key players in Victoria's Parliamentary system and how a law is made. Design a poster that illustrates how legislation is created and changed in Victoria.
  • Using the information from a case study such as Mabo 1992 or Trigwell’s 1979, create a table illustrating the relationship between parliament and the courts.
  • On A3 or A2 size paper design and construct a graphic representation of the Victorian court hierarchy. Both criminal and civil jurisdictions, as well as the appellate jurisdictions are to be included.
  • Organise an excursion to a Magistrates’ Court. Have students observe a number of cases as they are heard by the court. Instruct students to take notes using the following Activity sheet as a guide: Refer to ​Appendix 2 ​– Magistrates Court Observation Activity (docx - 73.14kb)

Detailed example

Analysis of news item

Students collect a range of news items illustrating types of law.

Articles or information may come from a variety of sources including daily newspapers, internet news services, magazines and social media. Court reports may be a focus.

Students analyse each news item and prepare a report incorporating the following:

• The title, source and date of the article.
• A summary of the legal issues or laws relevant to the news item.
• The names of the key players mentioned in the news report, such as the accused, plaintiff, defendant and judge.
• Classification of the laws involved as being criminal or civil law, statute or common law.
• The name and level of the court involved.
• An explanation as to whether this law is needed in Australian society.
• A comment on whether principles of justice have been met in each case.
• Classification of the contents of the article as criminal or civil law.