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TERM/WEEKS: 1 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Civics and Citizenship

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 How laws are Define laws Introduction

made in  Introduce concept of laws by getting students to
Australia Identify why society needs think about the school rules they have to follow
through laws and why we obey everyday. Explain that in Australia, every
parliaments laws person also has to follow certain rules
(statutory everyday, these rules are called laws.
law) Recognise examples of
(ACHCK063) laws affecting everyday life Body
and what society would be  Students are to ‘think pair share’ using popplet
like without laws to brainstorm a definition of laws on their own,
then discuss their definition with the person Popplet
next to them.
 Students then to break off into three groups.
Brainstorming
Each group to discuss ideas to one of the
activities will
following questions.
assess
students prior  1. Why do we need laws?
knowledge.  2. Why do we obey laws?
 3. Examples of laws that affect everyday life?
 Students are to record their ideas on their
popplet board next to their defining laws popple
from earlier.
 Representative from each group to speak in
front of the class and inform class of the ideas
they came up with. Teacher to reinforce their
ideas and show class a synthesized / best
response to each question for students to copy
onto their popplet board.
  Individually, students are to think about what
society would be like without laws. Students are
to find images online that reflect this idea (i.e Slidely
anarchy: buildings on fire, looting etc) and
create a montage on slidely of these images
and a chosen soundtrack. I will call on three
volunteers to show their work at the end of the
activity.

Conclusion
 Students are to write three true statements and
three false statements based on what they
have learnt in the lesson, and give these to Paper, scissors
true / false their partner sitting next to them to sort out.
statements  E.g “school rules are a type of law” (false)
written by  “Laws are legal rules that can be enforced by
students at punishments” (true)
end of lesson
will assess
student
learning from
the lesson.
2 How laws are Identify the 15 steps Introduction
made in required to pass a bill in Surprise  Recap last lessons content. Class to open their
Australia Australia’ s parliament. questioning of popplet boards from last lesson. Teacher will
through students to ‘cold call’ on students asking them questions
parliaments assess such as:
(statutory learning from  What are laws? Are laws just rules?
law) last lesson.  Name one reason why we need laws.
(ACHCK063)  What’s an example of a law that you have
benefitted from already today?
Body
 Now that we know about laws, let’s look at how
they are made.
 Ask class: how do you think laws are made?
 In Australia, law is made in two ways, by
parliament, and the courts. We will focus first
on how law is made in parliament.
 Laws made in parliament are called statutory
laws. Parliamentary
 Statutory law originates as a bill. A bill has to go Education Office.
through eight stages before it can become law. (2018). Passing a
 Class to watch video ‘passing a bill’. Bill. Retrieved from
 I will give a handout to each student of a https://www.peo.go
photocopy of a reading that explains the v.au/multimedia/vi
process of passing a bill. Using their knowledge deos/snapshots-
from the video, information in the handout passing-a-bill.html
given, and independent online research,
students are to create a timeline on time toast
of the 15 steps required to pass a bill in Smithies, Rood &
parliament. Richardson.
 1. Preparation of a bill. (2015). Civics and
 2. Preparing a draft. Citizenship Alive 8
 3. First reading. for the Australian
Curriculum.
 4. Second reading.
Queensland,
 5. House committee.
Australia:
 6. Consideration in detail. Jacaranda.
 7.. Third reading.
 8.. Senate: first reading. Time toast
 9. Senate: second reading.
 10. Senate committee .
 11. Committee of the whole.
  12. Third reading
 13. Bill is passed
 14. Royal Assent by Governor General.
 15. Bill becomes an Act of Parliament.

Jigsaw activity Conclusion

assesses  Students to break off into four groups and
whether complete a jigsaw activity: each group will be
students have given 15 pieces of paper each describing a
learnt and stage of passing a bill (but without a number). ABCNews. (2014).
understood the Students have to put the pieces of paper in Carbon Tax: a
15 steps order correctly (without looking at their timeline of its
required to timelines). tortuous history in
pass a bill in  Homework task: students to read the ABC Australia.
parliament. online article outlining the journey of carbon tax Retrieved from
legislation in Australia. Students to create a http://www.abc.net.
new time toast timeline of this information. au/news/2014-07-
10/carbon-tax-
timeline/5569118
3 How laws are Identify the court hierarchy The homework Introduction
made in in Australia, labelling each activity will  Review of homework: Teacher to cold call on
Australia court and the types of assess students asking questions based on the
through the cases heard in each court. students homework timeline activity. E.g
courts knowledge and  In what year was emissions trading legislation
(common understanding first introduced as a bill in parliament? (2009).
law) of the content  Why did Tony Abbott describe Julia Gillard’s
(ACHCK063) from the introduction of a Carbon Tax plan in February
previous 2011 as a “betrayal”?
lesson, and
assess their Body
ability to apply
that content to
a real life  Another way in which law is made in Australia
example is through the courts, this is called common
(carbon tax). law.
 Common law occurs when cases come to court
where there is no legislation from parliament to
guide that particular case.
 Origins of common law.
 Concept of precedent. Precedent works
because of court hierarchy.
 Using page 404 of textbook, students, in pairs,
Easelly.
are to make their own infographic on easelly of
Australia’s court hierarchy: magistrates court,
Conti, Easton, and
district court, family court, supreme court,
Saldais. (2017).
federal court and high court. Students are to
Oxford Big Ideas
research online examples of offences heard in
Humanities and
each of these courts.
Social Sciences 8.
 Revisit precedent and go though decision
Victoria, Australia:
making process for settling disputes in court.
Oxford.
Kahoot quiz Conclusion
will assess  Surprise Kahoot quiz based on learning over
learning from the last three lessons. Examples of questions:
the last three
 What are laws?
lessons.
(a) Rules
(b) Written punishments
(c) Legal rules that regulate the actions of Kahoot
citizens and enforced by punishments.
 How many steps are there to passing a bill?
(a) 4
(b) 12
(c) 15
 What is the final step a bill has to go through
before it can become law?
(a) Senate
(b) Royal Assent
(c) Third reading
 In what court would an appeal from the
Magistrates court be heard in?
(a) District
(b) Federal
(c) Supreme
Handout

Smithies, Rood & Richardson. (2015). Civics and Citizenship Alive 8 for the Australian Curriculum. Queensland, Australia:
Jacaranda.