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A match the definitions warm up activity where students have to identify the correct meanings of various cognitive verbs. A PowerPoint which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. I usually get students to copy the underlined text. The lesson then focuses on how the adversarial court system works in comparison to an inquisitorial system. There is an explanation of which section of the constitution provide for the creation of federal courts. There is an explanation of the various types of courts in Australia. The following roles are explained: magistrate, judge, jury, Prosecution, defence, solicitor, barrister, bailiff, interpreter, media, clerk, defendant and witness. Information about specialist courts and tribunals is also provided e.g. the Administrative Appeals Tribunal. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A PPT designed to introduce 10 Legal studies students to criminal law. It begins with the Rule of Law pyramid and an explanation of the main principles of the legal system (fairness and equality before the law). Students are introduce to some key terms to write in their glossary (common law and doctrine of precedent). They are introduced to the Queensland Criminal Code Act 1899 as well as a list of some other Acts which deal with specific criminal offences, such as drug offences and traffic offences. They are then introduced to the investigation process after an alleged criminal situation is reported. The various potential stakeholders in a crime are explained. Students are introduced to the concept of evidence and the process required for collecting evidence (as outlined in the Police Powers and Responsibilities Act of Queensland). The difference between direct and circumstantial evidence is explained. There is a video for students to watch to understand their rights when engaging with police. Information is provided about what happens when you are charged with an offence. This is followed by information about the rights of Police. Information is provided about Legal Aid (legal assistance available to people from low socio-economic backgrounds in Queensland). NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A PPT designed for 10 Legal Studies to teach students about types of stakeholders and their responsibilities. It includes information about a person’s right to silence, the responsibilities of police when carrying out a physical search on a person, an explanation of the terms reasonable suspicion and search warrant. It provides information about how long a suspect can be detained for questioning according the Police Powers and Responsibilities Act (Qld). This is followed by 4 checking for understanding questions. The second part of the lesson is about DNA and other evidence which can be found at a crime scenes. It begins with an explanation of DNA and types of DNA evidence. Information is provided about how samples are collected and analysed. Information is provided about some of the limitations such as contamination, degradation and partial profiles. The purpose of the The National Criminal Investigation DNA Database (NCIDD) is explained as well as how long they hold DNA evidence for. This is followed by information about other types of evidence including: physical evidence and digital evidence. For homework students had to research “Chain of Evidence” and find out the specific processes which must be followed in Queensland law when gathering evidence. Write a paragraph to demonstrate what you have learned. NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A 10 Legal Studies assessment (essay) which is modelled off the Senior Legal studies criteria from the QCAA. Task sheet – explaining task conditions, the criteria and the checkpoints (deadlines). The task was to compile an argumentative essay to present a well-considered solution to a current legal issue which was included in the Baden-Clay case e.g. coercive control / trial by media. PowerPoint – taking students through the assessment requirements and criteria, the scaffolding materials and an example essay {for a human rights law topic}. Referencing guide. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

Sources about the Baden-Clay case – 18 pages. A document with sources for various topics including coercive control and trial by media. It includes: a transcript of the Victim Impact Statement from Allison Baden-Clay’s mother, a UQ law journal article about the case, various news articles and an extract from the Cambridge Senior Legal Studies Textbook. Scaffolding booklet which includes a section for students to define key terms, a place for them to store any additional sources they gathered, sections for them to plan how to address different criteria e.g. nature and scope, viewpoints, PowerPoint to get students started on the planning booklet Sentence Starters written to assist students with writing the various sections of their essay. NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A 6 page end of term activity booklet for students to complete while some of their peers went on work experience. It includes: A match the definition activity for the following words: accessory, jury duty, summary offence, indictable offence, admissible evidence, white collar crime, burglary, bail, criminal intent (mens rea), prisoner and presumption of innocence. A table for students to research the age of criminal responsibility for juveniles for each state and territory in Australia. Some questions about driving laws for students to research the answers to. An image of a courtroom with the various people labelled which students are to use to explain the key roles within a court. Information about who can and cannot serve on a jury A match the definitions for the following terms: doctrine of precedent, barrister, custodial sentence, prosecutor, non-custodial sentence, special order, concurrent sentencing, cumulative sentencing, the Penalties and Sentences Act 1992 (Qld), community service, recidivism, antecedent Information about what bail is an da series of scenarios for students to read and decide whether they would grant bail in that case. I have included a scan of my answers for the match the definitions pages. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

My school runs a 10 Legal Studies elective designed to give students a taste of Senior Legal Studies. This is for a unit designed to give students foundational knowledge about criminal law with a focus on an intimate partner homicide case from Brisbane, Queensland. What is included: Scope and Sequence – lays out the topics taught in each lesson across the 10-week term. There are 2 lessons a week. Some of these lessons are also available for sale at my store. Learning Intentions and Success Criteria Handout – included on learning wall and printed in A5 for students to glue into their books and refer to throughout the unit. Unit Plan – which contains: • Unit description • Assessment details (formative and summative) • Suggested resources (textbooks, websites, videos etc.) • Teaching and learning cycle • Reflection questions for teachers at the end of the unit A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review.

A PPT designed to introduce 10 Legal studies students to terminology and concepts needed for an exam about criminal law (some short response and an extended response Q about youth crime). This could run over a couple of lessons / you could choose the sections relevant to your class. Students are introduced to key legislation including the Penalties and Sentences Act 1992 (Qld) as well as things that judges take into account when sentencing are explained e.g. nature/gravity of offence, prior convictions etc. There is an overview of different types of punishment / consequences (e.g. fines, community service). Then I provided statics from the ABS (Australian Bureau of Statistics) about rates of youth crime in Australia and the most common offences for people 15-24. The age of criminal responsibility in various Australian states and territories is explained. Then some key aspects of the Youth Justice Act 1992 (Qld) are included e.g. the meaning of serious offences, police officer’s power of arrest, the process for cautioning a child etc. Then I used an infographic from SBS which showed where young people were being detained in June 2022 (each state). I included images of a youth detention facility (inside and outside) and information about the experiences of those in youth detention. Two viewpoints about the current status quo were included from Cheryl Axelby (co-chair of Change the Record), Monique Hurley (managing lawyer at the Human Rights Law Centre). There were also a series of clips from news programs about Youth Crime. A discussion around whether juvenile offenders should be named in the media . NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

I made this worksheet for a viewing lesson for my 10 Legal Studies class who were studying criminal law at the time. There are 17 questions designed to go with the first episode of season 1. The Twelve is an Australian television drama series available on streaming platforms including Binge and ClickView. Season 1 follows the story of Kate Lawson, who is on trial for the alleged murder of her niece. The series shows how the twelve jurors bring their personal lives and prejudices to the courtroom. The episode is 60 minutes.

A PPT to introduce students to the second of the two films they can write a film review about for their assessment {a multimodal presentation}. It includes: some quick facts about the comic-book origins of the character and the creator. Information about King pin and his origin story in the comics. The inspiration for the film. A link to the trailer is included for introducing who the key players in the film are. Students are provided with information about the director, producer etc. to add into their retrieval chart. This is followed by images of the costumes of key characters (Kingpin, Prowler, Miles etc.) so that students can take notes about colour & props. A film viewing report card (retrieval chart) to be used in subsequent lessons while viewing the film Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. Films focused on in this particular year: Wonder Woman & Into the Spiderverse 2019 Syllabus (VABs instead of Ideas and Opinions) REFERENCES: Jenkins, P. (Director). (2017). Wonder Woman [Motion picture]. Warner Bros. Pictures. Wonder Woman [Movie poster]. (2017). Warner Bros. Pictures. Jenkins, P. (Director). (2017). Wonder Woman [Film still]. Warner Bros. Pictures. Persichetti, B., Ramsey, P., & Rothman, R. (Directors). (2018). Spider-Man: Into the Spider-Verse [Film still]. Sony Pictures Animation. Persichetti, B., Ramsey, P., & Rothman, R. (Directors). (2018). Spider-Man: Into the Spider-Verse [Motion picture]. Sony Pictures Animation. Spider-Man: Into the Spider-Verse [Movie poster]. (2018). Sony Pictures Animation.

About the PPT: A PPT designed to be used after students have viewed Into the Spiderverse. Reference List: Persichetti, B., Ramsey, P., & Rothman, R. (Directors). (2018). Spider-Man: Into the Spider-Verse [Motion picture]. Sony Pictures Animation. Spider-Man: Into the Spider-Verse [Movie poster]. (2018). Sony Pictures Animation. Persichetti, B., Ramsey, P., & Rothman, R. (Directors). (2018). Spider-Man: Into the Spider-Verse [Film still]. Sony Pictures Animation. It begins with a list of Language Features and students are asked to volunteer some of the things they observed in the film which they believe were impactful. I included some screen shots from the film to illustrate colour, lighting and shadow, camera angles and shot sizes. I also included some lyrics from two of the songs in the soundtrack. This is followed by a list of Text Structures. Students are asked which they could use to show how the hero/villain has been portrayed {they only focus on one in their speech}, and that characters VABs {values, attitudes and beliefs}. Students are prompted to discuss what VABs they noticed in the film. I have provided some answer slides with possible options (about heroes and villains in general) which students can use to help them. Students are to take notes about the VABs of both Miles and King pin as, at this point, they will not have selected which character they are going to write about. Students are asked to consider what stereotypes {cultural assumptions} are challenged/reinforced by the film. They are also asked to consider what the film’s intended reading {overall message} is. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. Films focused on in this particular year: Wonder Woman & Into the Spiderverse 2019 Syllabus (VABs instead of Ideas and Opinions) REFERENCES: Jenkins, P. (Director). (2017). Wonder Woman [Motion picture]. Warner Bros. Pictures. Wonder Woman [Movie poster]. (2017). Warner Bros. Pictures. Jenkins, P. (Director). (2017). Wonder Woman [Film still]. Warner Bros. Pictures. Persichetti, B., Ramsey, P., & Rothman, R. (Directors). (2018). Spider-Man: Into the Spider-Verse [Film still]. Sony Pictures Animation. Persichetti, B., Ramsey, P., & Rothman, R. (Directors). (2018). Spider-Man: Into the Spider-Verse [Motion picture]. Sony Pictures Animation. Spider-Man: Into the Spider-Verse [Movie poster]. (2018). Sony Pictures Animation.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint to introduce the students to the unit. It includes a quiz about their experiences in the workforce & a categorising activity where they look at elements that make a good job and list them in order of preference. Students are introduced to key terms - full time, part time, casual and temporary employee. They view a short YouTube clip about workplace myths to generate interest in the topic. Then they are introduced to The Fair Work Act which is one of the key pieces of legislation they need to refer to throughout the unit. There is a cloze passage for them to complete and some discussion points. A handout which explains the 10 National Employment Standards which all Australian workers are guaranteed. For homework students were to fill in the far right column ‘How does this help create a healthy workplace?’ I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a wordsearch. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use over two 70 minute lessons. A PowerPoint which focuses on Employee rights and responsibilities. It begins with a warm up activity with a list of tasks which an electrician working for Telstra might complete (and some which are the responsibility of the company) students need to identify which are the employee’s responsibilities. This is followed by key terms - rights & responsibilities and a video explaining why it is important to know your workplace rights. Information about Junior rates of pay and conditions for young workers. It outlines some of the employee rights (things employers must provide). Information about how to find out what the Australian minimum wage is for various jobs. Information about the Fair Work Commission. New term - penalty rates and a 2017 SBS report about the ramification of penalty rates being reduced by the government. Information about employee responsibilities (from the Legal Studies textbook). A think-pair-share activity - discuss the importance of rights and obligations on the cards + how they contribute to a ‘fair go.’ Cards for ‘think pair share’ activity.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint designed to introduce the second focus of the unit - discrimination. The warm up is to copy 3 terms into their glossary (discrimination, gender discrimination and sexist). Then there is a discussion of an interesting moment in the 2021 Australian season of ‘I’m a celebrity get me out of here.’ There is an opinion piece which summarises what happened in the episode and the various reactions to it (from the celebrities and the author herself). There is a retrieval chart for students to use as they read the article to identify the various perspectives (they must identify 3 perspectives). During this activity it is easy to get students to begin using language of comparison. This is followed by a brainstorming activity to see what students know about discrimination and groups which have faced discrimination in the past. This is followed by an explanation about the differences between discrimination and prejudic. Additional discrimination subcategories/types are introduced - individual, institutional, direct and indirect. There is a checking for understanding activity where students are provided with 6 scenarios and must circle which of them are examples of gender discrimination. This is followed by statistics about gender discrimination and issues which have been experienced by women including the earning gap. Following this, students copy notes about Australia’s ‘Sex Discrimination Act’ (1984). This is one of the federal laws students should be able to refer to in their exam. As the exam is a response to stimulus, students are then introduced to ‘infographics’ as there is an infographic in the exam. We spend time talking about how to draw information from visual sources and offer our own interpretation of them. This is followed by brief information about when discrimination can occur in a workplace and a checking for understanding activity where students fill in a graphic organiser about the differences between prejudice and discrimination.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint which continues to explore gender discrimination and laws about discrimination (in Australia. It begins with a discussion about 3 more cognitive verbs students must demonstrate in their exam (decide, recommend and justify). There is a visual of the process for justifying from the QCAA which I use to explain this cognition further (it includes sentence starters). This is followed by an explanation of criteria 2.3 and what students must demonstrate to get an A in this criterion. There are some example questions for students to see what they look like in the exam. This is followed by some new content - Australian workplace rights. We unpack what a right is and look at rights that employees should have at work. We look at the Equal employment opportunity commission, what they do and how they are safeguarded by a number of state and federal anti-discrimination laws. We briefly touch on Federal laws (e.g. Australian Human Rights Commission Act 1986 & Fair Work Act 2009) and Queensland laws re discrimination (e.g. The Sex Discrimination Act & Queensland: Anti-Discrimination Act 1991 (QLD)). We also looked at which of Australia’s National Employment Standards link to these laws. We also look at what the Fair Work Act does to protect parents or those seeking to become parents from adverse action. This includes questions which cannot be asked when interviewing potential employees to prevent biases around hiring (e.g. women around age of having babies).This is followed by advice about what to do if you believe you are being treated unfairly at work. To conclude the lesson, we go through the type of question to expect on exam (a small scenario which they must read and identify at least 2 perspectives from).

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A second lesson on Australia’s anti-discrimination laws. The PPT begins with a viewing activity (studentsare to watch a clip and summarise what they have learned about the types of discrimination). Within the lesson students will be: Exploring employer and employee responsibilities (re inclusivity and combatting discrimination) Looking at how workplace dress codes can be sexist (and what employers should do about it) Learning what protections Australian law has in place for parents and would-be parents (and what they should do if they are denied these rights by their workplace) There are additional videos at the back of the PowerPoint for using if the students get through all the content planned for the lesson early.

A worksheet for a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The episode is available on Click View and a link is included at the top of the handout. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.

A worksheet for a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This episode included a few low range drink driving offences and one drug related offence. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The worksheet includes screenshots from relevant legislation which students must draw on in their response. The episode is available on Click View and a link is included at the top of the handout. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.

A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. It is a jeopardy game (template freely available from slides carnival websites). It provides definitions and students have to know the term. (I have placed the answers in the notes section of the PPT slides). Information about the rules of jeopardy can be found via Google or on Wikipedia.

A PowerPoint to support a viewing lesson. Students are to watch an episode of RBT (available on ClickView or for streaming via 10 Play). This is designed to get students familiar with some of the traffic crimes and how to describe them in written form (paragraphs). We did a couple of these viewing lessons and worksheets are also available in my store. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store – Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a multimodal presentation.