Anangu Lands Schools Australian Curriculum Learning Unit 1b Law years 6- 9

DECD Teaching and Learning Services, AC Implementation

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ALL units should be co constructed with AEWS.

Units are developed as a series of lessons in a five part structure that has been used successfully by educationalists from the Australian Institute of science and modern inquiry specialists like Kath Murdoch. For ease we have named the phases after the fashion of Primary Connections . These sample learning sequences can be used as starting points and can be innovated upon. The learning sequences may take up to four weeks to complete.

Warning: please be aware that any digital curriculum resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.

Engage This is the part where you hook the students into the learning, involve them in the learning, get them interested, find out what they already know, including any misconceptions. Activities in this phase allows the teacher and AEW to judge how much scaffolding students will need individually, in groups and or as a class.

Video, story, joke, book, article, photo, game, field trip, cultural excursion, Quick write/draw activity

Explore This involves allowing the students to grapple with the ideas, find out from each other or resources and to explore concrete examples

Investigating, experimenting, researching, comparing, contrasting, role playing

Explain Teachers highlight student knowledge and lead students to correct any alternative conceptions. Students practice correct processes, teacher directs learning.

Question answer, quiz, reading comprehension, matching cards, instructional video clips, demonstrations

Elaborate

Students have the opportunity to put new learning into action, students share learning and teach others

Students have the opportunity to make/play/share their own knowledge and understanding in the form of student activity, game, book, story with or without ICT

Evaluate This is a time to reflect on and share learning, Student s ponder the questions:What do we think now? How is it different to our original ideas? How will we use this in future?

Look back at first reactions and compare, talk using new language, record in big book, reflect, share in assembly or with community

Evidence of Learning

In order to report to the standard of the Australian Curriculum teachers must collect a portfolio of evidence. The DECD reporting on the curriculum guidelines state that achievement of the standard at c or above must be learning in a new context ie one different from the one in which it was originally taught.

In 6-9 the focus will be on creating opportunities for students to use and improve English language skills. We will create learning situations for students to:

Develop, pose and answer questions Gather information and data (this includes conducting surveys and opinion polls) Synthesise/critically analyse/interpret information Undertake (informed) collaborative problem solving Present position (using subject-specific language) Develop a plan of action

GENRES: the focus of this unit will be: Description, Explanation, Argument,Learning area focus: English, HASS and the arts

Opportunities to collect evidence of learning will be provided throughout the sample learning sequences. Portfolios of learning can then be moderated collaboratively.

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Sample learning sequence 1Rules vs LawsLearning Intention: students understand the difference between a rule and a law (please note although this is a year 4 content descriptor – this is a new learning area and the premise for further learning).Students understand an informative text and create a presentation to demonstrate this understanding. Students collect data to answer questions using Venn diagrams

Evidence of learningCollect samples either digitally, anecdotally or from student work that match aspects of the AC content and achievement standards

EngageRules and Laws are different – do you agree or disagree. Chat with a neighbour. Decide your position and discuss.What is a rule? Give students sticky notes and allow them to work individually, in pairs or teams. After discussions let them write down any ideas they have. Display the answers on a wall or board. Now ask “what is a law”?” Ask students to record their responses on the sticky notes and display. Now ask “What is the difference between a rule and a law?” Put the information in a Venn diagram. Using the headings Rules, Laws and Both rules and laws. Have representatives of each group arrange the sticky notes where they believe they belong.

Student demonstrate understanding of the differences between ‘rules’ and ‘laws’ (C&C)Represent events in Venn diagrams and solve related problems (M)

ExploreEncourage the students to make their own questions about rules and laws (no more than 5) for example: what do you know about rules?What laws do you know? What is the difference between a rule and a law? Who makes rules/laws? Students survey 5 adults (AEW, health workers, the store, family, teachers etc) for their answers.Students make an assimilation chart of all the answers ie they put like answers together. Students display their charts and examine others for similarities and differences

Students gather information and data (this includes conducting surveys and opinion polls)(C&C, M, E)

ExplainPrint this or similar explanation.Rules vs LawsThe main difference between rules and laws is the consequences associated with breaking them. While each is developed to give a sense of order, fair play, and safety, the weight of a law is heavier than the weight of a rule.Laws are like the legal version of rules. When you are a child, a family sets rules to be followed. Rules are flexible and carry low end consequences. You can set up rules for games, rules for the home, school or pool rules. Rules are personal in nature, and they are often adjusted as the conditions change. When a rule is broken, there may be consequences or a teaching opportunity.When you are in a society, the government sets laws to be followed. When a law is broken there is always a consequence.Laws are enforced by government officials, usually the police and lawyers. Laws are written in specific code so that they can be interpreted as needed. When you break a law there is legal action that follows.Laws must be passed through due process in order to take effect. A law starts off as a bill, and must go through a series of checks, balances, and votes in order to become a law. Rules are merely agreed, set and adjusted as the need arises, and are followed out of respect for those setting the rules. For example class rules, school rules, pool rules etcRules help us learn to prepare for living in society. As children, we learn that there are rules about hitting, stealing, lying, and being wasteful. As young adults, we are held accountable for these rules by becoming law abiding citizens. Laws are not meant to set teaching boundaries, but are there to be enforced, and are punishable by fines and or imprisonment. By the time you are old enough to contend with the law you have already learned the process by dealing with various sets of rules.

Give one copy to each student. Read aloud. Students read together underlying unknown words. Keep a list of unknown words on the wall or board. Explain words and allow for translation and visual record of each word. Read aloud again checking for student understanding. Give students an opportunity to retell each paragraph either to the group, to a partner or in writing.

Students interpret texts, questioning the reliability of sources of ideas and information. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. (E)

ElaborateStudents prepare a presentation (oral or written) entitled “Laws and rules are the same but different”. Students can refer to traditional and/or Australian government law. Student can be supported to draw on personal knowledge, the above text and other sources to express their point of view.

They make presentations to the class, using language features to engage the audience. (E)

EvaluateStudents reflect on their learning and amend the Venn Diagram to reflect new knowledge.

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Sample learning sequence 2Confer with the AEWs and AET at your site as to who in your community can best lead this learning

Learning Intention: Students recognise different types of law in Australia. Students create a structured and coherent text using digital media.

Evidence of learningCollect samples either digitally, anecdotally or from student work that match aspects of the AC content and achievement standards

EngageA) An Elder (or other significant community member) tells the stories of traditional

law, how laws are known and passed on. This sequence can be in language. And/OR

B) Show the students the following three clips or similarhttp://aso.gov.au/titles/documentaries/first-australians-episode-4/Narrator Rachel Perkins tells the Dreamtime stories of the desert people in Central Australia. The importance of the belief system and sacred law of the Arrernte people, Altyerra, is explained by Herman Malbunka of the Western Arrernte Nation.Despite the use of Arrernte language you can really feel the emotion of Herman as he explains his Altyerra. The use of archival images is haunting as you are transported back to a very different time in Australian history.Discuss the following with students. What did you notice? What did it make you think? Who was it made for and why? What questions do you have?

Students develop, pose and answer questions. (LIT)

Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. (MA)

Students explain interconnections within environments and between people and places. (G)

ExploreA) Students work individually, in pairs or in groups to brainstorm which traditional laws are shared with children. How are they shared? They display the brainstorm, make a list of laws/stories and together add, improve or delete from the list.B) Students discuss the power of a movie to tell a story. Allow time for student s to discuss the following questions or similar about the movie:What sort of movie was it? What was the first scene? How many close ups were there? What was good about the movie? What was it about? How did it make you feel?

Students recognise different types of law in Australia.(C&C)Students develop, pose and answer questions. (LIT)Students evaluate how makers of media artworks use genre and media conventions and technical and symbolic elements to make meaning. (MA)

ExplainStudents work individually, in pairs or groups to design a story board of 8 shots that will tell a law story. Ask students what they already know about IMovie. Students share their knowledge.Explain to students that movies are a series of shots. A shot is like a sentence, a collection of shots is a paragraph. A shot can be close up to show emotion, medium to show action or wide to set the scene/ be descriptive. Show a few short clips or ads to demonstrate wide, medium and close up shots. Practice putting sentences to the shots ie the opening shot is normally descriptive in Home and Away, it shows the beach, it then usually zooms in to a medium shot to show some action, a person running or surfing, the next few shots are usually close ups to show some emotions or feelings.Students select one story/law to make a short IMovie about. One shot should be a wide shot, two should be medium and four should be close ups. All story boards can be displayed and students can give each other a star (congratulating them on a good idea) or a wish (to constructively criticise the work) to allow students a chance to improve their work.

Students create structured and coherent texts for a range of purposes and audiences. (E)

ElaborateStudents work collaboratively to film their IMovie, keeping to their story board of eight shots, using the rubric to guide them.

Students collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions. (MA)

EvaluateStudents reflect on their learning using the rubric. Students share their work with others.

Collect rubrics to analyse learning

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Sample learning sequence 3How state/territory and federal laws are initiated and passed through parliament.Learning Intention: students will analyse and explain features of Australian democracy that enable active participation.

Evidence of learningCollect samples either digitally, anecdotally or from student work that match aspects of the AC content and achievement standards

EngageStudents explore the idea of a meeting place, the idea of Canberra as a meeting place http://www.peo.gov.au/kidsview/As an example of what people discuss at the meeting Place (Canberra) introduce the topic the care and protection of children.

Students investigate sites virtually or in situ associated with key democratic institutions to explore their roles, such as Parliament House in Canberra (C&C)

ExploreAllow students to be creative and embrace a sense of fun. Ask students what law they would write to protect children. Give some silly examples eg my law would be that all children be dressed in bubble wrap until the age of ten to prevent them hurting themselves when they fall.Students suggest other silly laws. Record them on paper, on the board or wall. Explain that before they can become law they are called bills and everyone in parliament can give their opinion before the bill is accepted as a law.Select one silly bill to propose to the class parliament. First introduce the proposed bill. Divide the students into two groups the government and opposition. The students work with their team, in pairs or individually to come up with arguments to debate. The students present bills and persuade classmates to pass their bill. The arguments are recorded and displayed in two columns for and against. Tally the amount of arguments in each column declare the column with the most arguments the winner. Ask students to show if they agree with this result.Second reading: Students restate their case with improved arguments.Set up or show a photo of an unfair tug of war ie one with lots of weak kids on one side and less but stronger kids on the other side. Ask which side will win? Ask are some arguments stronger than others? Ask students to put a sticky dot against the argument that means most to them (confirms or sways their opinion) now tally which side has the most sticky dots. Declare that side the winner!

Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (E)hi Hhi hhhhke

ExplainShare the interactive video clip pass the bill http://www.peo.gov.au/kidsview/. Allow students time to interact with the resource. As a group work through one bill. Stopping and explaining each stage and allow students to feed back their opinions and understandings.

Students demonstrate knowledge and understanding of how state/territory and federal laws are initiated and passed through parliament. (C&C)

ElaborateStudent write a persuasive text using the arguments developed in Explore above. teacher resource:http://www.decd.sa.gov.au/literacy/a8_publish/modules/publish/content.asp?id=45092&navgrp=3933or http://www.nap.edu.au/naplan/about-each-domain/writing/writing.html )Scaffold the student learning as necessary:Support the students to sort the recorded statements from the board/book/wall into the three sections of an argument:1. Statement- stating the position/proposal and its background2. Arguments- making points which outline and strengthen the proposal; elaborating and presenting statistics/quotes/evidence/examples to support each point.3. Conclusion- summing up the arguments and restating the proposal, usually including a plea for action/further thought in the ‘persuading to’ type of argument.

Students Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features.(E)

Students create persuasive texts that raise issues and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (E)

EvaluateUse a rubric to help students to assess their own work. Students choose an adult and a peer to feedback using the rubric attached : http://www.whsd.k12.pa.us/userfiles/1650/Classes/16431/KidFriendlyPersuasiveRubric.pdf

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Attachments:Resources to support teaching and learning in this unit:

AC HASS - history and civic and citizenship

Adapted Inquiry QuestionsYear 6

How are laws passed on in Anangu communities? How are laws developed in Australia? What does it mean to be an Australian citizen? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? What contribution have significant individuals and groups made to the development of Australian society?

Content Discriptor: How state/territory and federal laws are initiated and passed through parliament

Year 7

How is Anangu justice seen in community? What principles of justice help to protect the individual’s rights to justice in Australia’s system of law? How is Australia a diverse society and what factors contribute to a cohesive society? How do we know about law in the earliest societies? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies?

Content Discriptor: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation

Year 8

What are the freedoms and responsibilities of citizens in Australia’s democracy? How are laws made and applied in Australia? How did societies change from the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? Which significant people, groups and ideas from this period have influenced the world today?

Content Discriptor: How laws are made in Australia through parliaments (statutory law) and through the courts (common law)

Content Discriptor: The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law

Year 9

How is Australia’s democracy defined and shaped by the global context? How are Australia’s first people represented in changing government policies? What are the features of a resilient democracy? How do changing beliefs, new ideas and technological developments contribute to changes in Australian Law?

Content Discriptor: The key features of Australia’s court system, including jurisdictions and how courts apply and interpret the law, resolve disputes, and make law through judgments

Content Discriptor: The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal

2. Teach your students how to edit each other’s work!

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

There are three steps to good peer editing:

1.

Give a star

Compliment the authorWhat are a few things that you liked about the writing?

2.

Make a wish

Make specific suggestions regarding the• Word choice• Use of details• Organization• Sentence length• Topic

3.

Mark corrections

On the writing underline or highlight any improvements you can make.Look for spelling, grammar, and punctuation mistakes

In addition, remind students to:• Stay positive!• Be specific

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015

ResourcesWarning - Aboriginal and Torres Strait Islander viewers should exercise caution when watching these programs as they may contain images of deceased persons.

The bark Petition. http://dl.nfsa.gov.au/module/1384/Video clip synopsis – In 1963 the Aboriginal Elders at Yirrkala presented the Federal Government with a bark painting, the title deed to their country.Year of production – 2007. Duration - 2min 55sec

Right way to enter country and right way to behave http://sharingstories.org/our-stories/culture/

Indigenous stories collected by the ABChttp://aso.gov.au/titles/documentaries/first-australians-episode-4/

http://dl.nfsa.gov.au/clip/wattie/Video clip synopsis – Wattie Creek entered Australian folklore as the birthplace of the Aboriginal land-rights movement when Prime Minister Gough Whitlam visited the Gurindji people to grant them deeds to their land. Year of production – 2009. Duration - 5min 24sec.

Educational resources from the national exhibition From little things big things growhttp://www.nma.gov.au/exhibitions/from_little_things_big_things_grow/home

Some interactive games and clips for students to learn about the Australian parliament. Try Pass a bill through Parliament or freedom to choose : http://www.peo.gov.au/kidsview/It also has a view of Parliament house as a meeting place

For a complete year 6 Civics and Citizenship unit of work see: http://www.peo.gov.au/teaching/units-of-work/year-6.html

BTN tour of parliament house http://www.abc.net.au/btn/story/s3830581.htm

http://www.australia.gov.au/topics/australian-facts-and-figures/australian-system-of-government

Yolngu Boy http://actf.com.au/education-programs/yolngu-boy#edprogram full length movieThree boys, two laws, one country... Yolngu Boy tells the story of three teenage boys as they leave childhood behind and pursue their individual destinies.

Learning about Australian citizenshiphttp://www.immi.gov.au/event/auscitzday/Documents/primary_school_teaching_resource.pdfhttp://www.immi.gov.au/event/auscitzday/Documents/secondary_school_teaching_resourceV2.pdf

Anangu Schools Integrated Learning Unit 1B Law

Year 6 – 9 T2,2015