Legal Studies

Description

In this unit, students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Area of Study One: The Victorian criminal justice system

Students explore the criminal justice system, key personnel, and the use of plea negotiations to determine a criminal case. Students investigate the rights of the accused and of victims, and explore the purposes and types of sanctions and sentencing considerations. They consider the impact of time, costs and cultural differences on the ability of the criminal justice system to achieve the principles of justice.

Outcome One: On completion of this unit students should be able to explain the key principles in the criminal justice system, discuss the ability of sanctions to achieve their purposes and evaluate the ability of the criminal justice system to achieve the principles of justice during a criminal case.

Area of Study Two: The Victorian civil justice system

Students consider the factors relevant to commencing a civil claim, examine the institutions and methods used to resolve a civil dispute and explore the purposes and types of remedies. Students consider the impact of time and costs on the ability of the civil justice system to achieve the principles of justice.

Outcome Two: On completion of this unit students should be able to explain the key principles in the civil justice system, discuss the ability of remedies to achieve their purposes and evaluate the ability of the civil justice system to achieve the principles of justice during a civil dispute.

Unit 4: The people and the Law

In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform.

Area of Study One: The people and the law makers

In this area of study, the students examine the ways in which the Australian Constitution acts as a check on parliament in law-making, and factors that affect the ability of parliament and courts to make law. They explore the relationship between parliament and courts in law-making and consider the capacity of both institutions to make law.

Outcome One: On completion of this unit students should be able to discuss the ability of parliament and courts to make law and evaluate the means by which the Australian Constitution acts as a check on parliament in law-making.

Area of Study Two: The people, the parliament and the courts

In this area of study, the students investigate the need for law reform and the means by which individuals and groups can influence change in the law. Students draw on examples of individuals, groups and the media influencing law reform, as well as examples from the past four years of inquiries of law reform bodies. Students examine the relationship between the Australian people and the Australian Constitution, the reasons for and processes of constitutional reform, the successful 1967 referendum and calls for future constitutional reform, such as that articulated by the 2017 Uluru Statement from the Heart.

Outcome Two: On completion of this unit students should be able to explain the reasons for law reform and constitutional reform, discuss the ability of individuals to change the Australian Constitution and influence a change in the law, and evaluate the ability of law reform bodies to influence a change in the law.

Assessment

School Assessed Course Work (50% of final study score).

Unit 3

• Case Studies

• Structured questions

Unit 4

• Structured questions

• Case Studies

Pathways

• Legal Studies provides an excellent base for degrees, diplomas and certificates together with that involve any study of law, together with careers in law enforcement, corrections and various legal administrative roles

• Legal Studies also links well with further studies in social sciences, political studies, and criminology.

Languages

French & Italian

Description

Units 3 & 4 French and Italian further enhance student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Italian or French on a range of prescribed themes and topics and suggested subtopics. Students develop and extend skills in listening, speaking, reading, writing and viewing in French and Italian in a range of contexts and develop cultural understanding in interpreting and creating language.

Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

Areas of Study

• Interpersonal Communication

• Interpretive Communication

• Presentational Communication

Learning Outcomes

Unit 3

• Participate in a spoken exchange in Italian/French to resolve a personal issue

• Interpret information from texts and write responses in Italian/French

• Express ideas in a personal, informative or imaginative piece of writing in Italian/French

Unit 4

• Share information, ideas and opinions in a spoken exchange in Italian or French

• Analyse information from written, spoken and viewed texts for use in a written response in Italian or French

• Present information, concepts and ideas in evaluative or persuasive writing on an issue in Italian/French

Assessment

Unit 3

• Participate in a three- to four-minute role-play with the teacher in Italian or French, focusing on negotiating a solution to a personal issue.

• Write responses in Italian or French to specific questions or instructions in Italian or French using information extracted from written, spoken and viewed texts on the selected subtopic.

• Create an approximately 250-word personal, informative or imaginative piece of writing. School-assessed Coursework for Unit 3 will contribute 25 per cent (30 per cent for 2020 ONLY) to the study score.

Unit 4

• Participate in a three- to four-minute interview providing information and responding to questions about a cultural product or practice.

• Write an approximately 250- word written response for a specific audience and purpose, incorporating information from three or more texts.

• An approximately 300-word evaluative or persuasive piece of writing.

School-assessed Coursework for Unit 4 will contribute 25 per cent (20 per cent for 2020 ONLY) to the study score.

Pathways

Students must undertake Unit 3 (or equivalent) prior to undertaking Unit 4

Future Study/Career Choices

The study of a language provides students with a direct means of access to the rich and varied cultures of the many communities around the world for whom the studied language is a means of communication.

The study of a specific language exposes students to different experiences and perspectives at a personal level. It encourages students to be open to different ways of thinking, acting and interacting in the world, even beyond the language being studied and their own language. A broad range of social, economic and vocational opportunities result from study in a second language.

Knowledge of one or more languages can be useful in a wide range of careers. For some occupations, such as translating, interpreting and language teaching, language skills are one of the main requirements. For other professions a combination of languages and other qualifications, knowledge or skills may be needed. For example, people with languages plus IT, law, finance or sales skills are much sought-after. Possible employment opportunities include interpreting, foreign affairs, social services, international finance/law, the arts, commerce, technology, science, education, tourism and hospitality.

VCE – Baccalaureate

The VCE – Baccalaureate is an additional form of recognition for students who choose to undertake the demands of studying both a language and a higher level mathematics in their VCE program of study. (See https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/sections/Pages/01QualificationsVCE.aspx for further information).