Civics and

Citizenship
Topic and
Focus

Time of Lesson
Laws and Courts

11.30 am on 05 Aug
2015

Duration of lesson
Year
Level

75
minutes
09

Class Size

Teacher

18

Mr Harun Dahir

LearningFocus:

The Australian Curriculum/Humanities and Social Sciences/Civics and Citizenship/Year 9

The key features of Australias court system, including jurisdictions and how courts apply and
interpret the law, resolve disputes, and make law through judgments (ACHCK077)
AUSVELS Students explore the roles and responsibilities of state and Commonwealth courts and
the High Court of Australia
The Australian Curriculum (Elaborations)

creating a visual representation of the court jurisdictions in Australia

categorising sample cases in relation to the courts in which they would be heard, for example cases from
criminal, consumer, family, human rights and environmental law
describing the role of a particular court, for example a supreme court, a magistrates court, or the Family

Court of Australia

exploring how court judgments impact on the development of law, for example the role of precedents

Students Background Knowledge

Students recognise different types of laws in Australia and can explain how laws are made, either through the parliament (statute law) or the
Courts (common law). When researching, students develop a range of questions to investigate Australias political and legal systems and
Critically analyse information gathered from different sources for relevance.
They explain different points of view on civics and citizenship issues. When planning for action, students take into account multiple
Perspectives, use democratic processes, and develop solutions to an issue. Students develop and present reasoned arguments on civics
And citizenship issues using appropriate texts, subject-specific language and concepts.
They identify ways they can be active and informed citizens in different contexts.
Resources and Materials
Court hierarchy worksheet (teacher aid)
To make their court hierarchy diagram, students will need:
A3 paper, crayons and glue etc.
Students need to bring their IPads and or notebooks for the research element of this lesson
Teaching Strategy

My teaching strategy (and educational philosophy) draws upon social constructivism according to Vygotsky, which
emphasizes that students develop meaning through social interactions, by a process of synthesizing old knowledge
with new information to form new knowledge. My teaching method will involve collaborative learning and inquiry
based learning as the medium of instruction, with probing questions students will be encouraged to participate
actively and learn collectively. The teacher will play the role of a facilitator of gaining knowledge.
My focus for this lesson: is on my classroom management/student engagement /task timings and in particular on
how I manage the flow from one task to the next.

Stage of lesson
Stage 1
Introduction
To engage and stimulate
students and channel their
focus

Stage 2
Body of
lesson
Student main body of
learning, in distinct stages

Tasks
Revisit the large worksheet depicting
how laws are made
Ask students:
What are the two main ways laws
are made?
If a court makes a ruling, does it
impact future similar cases?
(concept of Precedence)
How is statute law changed?
E.g. societies views (morals)
changing is a cause of
changing statute law.
Task A group collaboration
Students to be put into small
learning groups (of 3) and each
group are tasked with researching a
specific Australian court, defining
and describing the main roles and
the jurisdiction of their assigned
Australian court.

Time

Student action

Teacher action

Ask students to sit on floor

10
mins

20
mins

Sit as group on
floor and respond
to questions after
acknowledgemen
t of hand up.

Assemble into
their learning
groups and
collaborate and
research their
specified task
using their
notebooks and
IPads.

Display worksheet from last lesson so

students can see whilst seated on
floor.

Assign the groups into mixed abilities

and assign the courts to each group.
Direct the students to the websites of
the courts.
Define the key terms, such as:
Jurisdiction, precedence etc.

Stage 2
Body of
lesson
(cont.)

Task B collaboration (cont.)

Each group selects an individual to
report back to the class.
This is done by writing on the board
the main information surrounding
their court.
All students are to record this
information.

20
mins

Select an
individual from
each group to
report back
All students to
record
information that is
reported back.

To facilitate the research phase and

elicit the correct information from each
group, and fill in the gaps where key
information is omitted.

Task C class activity

As a class, we are all going to make
a graphical depiction, highlighting
the hierarchy of the courts and
their avenues of appeal.
Students to make their own copies in
their exercise books

Stage 3:
Conclusion

Task D Game: The Price is

Right!!

Students continue to learn

and re-enforce the concepts
through the format of a
game. Incorporating fun and
games into learning is key.

In their groups, students play a game

of the price is right.
First person to put their hand up gets
to answer the question.
Students are provided with a series

20
mins

15
mins

Each student to
make their own
copy of the
hierarchical
depiction in their
exercise books,
for personal study

Teacher to lead a class activity in

which a big poster is created, depicting
the court hierarchy. This is to be stuck
on the wall of the classroom as a future
reference for all students.

Students are
required to
participate in the
friendly game of
the price is right.

Teacher to ask the questions and

award points, composing a ladder.

of hypothetical crimes committed,

and they will be required to identify
for each scenario:
Which court would hear the
case
What avenues of appeal exist?
This is to develop higher order
critical thinking, looking at the same
content from a different perspective.

Assessment:
This lesson I will assess the learning of the students formatively, observing:
Student participation in class discussion and activity,
The types of questions they ask,
The feedback each small group gives on their respective courts, and
The level of detail students capture in their diagram depicting the jurisdiction of each court.

My reflection on Student Learning

My comments on Future Lesson Directions

My reflection on Lesson

General Notes