STEP UP, BE HEARD

A program to support and

enhance the teaching of Stage 1

and 2 Legal Studies

Parliamentary Education Services (PES) offers Step Up, Be Heard as a program for

Stage 1 and 2 Legal Studies teachers to give their students a hands-on, interactive

experience in the learning of parliamentary processes and how laws are made. The

program includes a series of activities that lead up to a mock parliamentary debate

that will take place in Parliament House in the real Chamber with the real Speaker

presiding.

The program is offered on request, is flexible in its timing, can be done with small or

large classes, and can be adapted for regional areas. The mock debate speech can

be used as a formal assessment and sample assessment guides are attached to this

document.

Step Up, Be Heard is ideal to use when addressing Topic 3: Law Making for both

Stage 1 and Stage 2 Legal Studies.

PROGRAM DETAILS

There are several components to the program with lessons in classroom or visits to

Parliament House, spanning across 4-6 weeks:

Lesson 1 - Introductory lesson on law making process

Tour of Parliament House, watch parliament in session, NT Electoral

Commission voting lesson (optional)

Students choose bill and assist in preparing

Lesson 2 - Committees Role Play activity

Q & A from Local Member to assist with speeches (Combined with Lesson 2)

Students prepare debate speeches

Lesson 3 - Chamber prep lesson

Chamber Debate Day

We will negotiate with you, all of the lesson dates and excursions at the start of the

program and a schedule will be provided ASAP. Most of the lessons can be done

over one class period if needed, but longer is preferred for larger classes. The

excursions will take approx. 2-2.5 hours.

Lesson 1 – Introduction to how laws are made:

A PES staff member will visit your class to discuss the law making process, specific

to the NT Legislative Assembly. We will also go over questions the students have

regarding how to choose their bill, and help them in this process. This lesson is

suitable for a single period or a double lesson.

Tour of Parliament House:

A tour of Parliament House allows access to the Northern Territory Legislative

Assembly and is a good introduction to the program for the students. The tour

provides information about the history of representative parliament in the NT, how it

is different to the state parliaments, how the Westminster System works and the

legislative process. The tour is one hour, which includes 15 minutes of watching

parliament in action. Legal Studies students are permitted to sit in the open galleries

(rather than the glassed-in gallery).

If you choose to include a voting education session run by the NT Electoral

Commission, then they provide full funding for the cost of the bus.

Voting Education session:

The NT Electoral Commission presents a 45 minute information session about voting

in Australia and the NT, the three levels of government, types of voting systems and

how preferential voting works. To demonstrate preferential voting they conduct a

mock election where students vote and then demonstrate how votes are counted and

how preferences are distributed. If students are 16 years or older they will be

encouraged to enrol to vote during this session.

The Bill:

The students as a class will need to decide on the bill to be debated. It is acceptable

for the students to choose a topic that would not normally be debated by the NT

Assembly (like euthanasia or same-sex marriage). Ideally the bill should be divisive

as this will provide a mechanism to assign every student to either the government or

opposition. Those students who are undecided can opt to be independents. The

government must be bigger than the opposition.

We will write up the draft bill (to look like a real bill) and students will contribute

feedback towards the final bill. Some of the bills used by previous classes are

attached.

Lesson 2 - Committees Role Play:

In the NT Legislative Assembly, bills pass through a scrutiny committee process prior

to being passed. This process happens in other parts of Australia as well. In order to

assist the students in better understanding this process, we will do a Committees

Role Play, which is a mock committee hearing. We can do this on the same bill the

students are choosing for their debate, or an already prepared topic that is relevant to

the students, such as ‘increased school hours.’

Q & A with Local Member:

We will organise a Local Member to visit your class to share with students their

experiences and advice in researching and writing debate speeches, as well as

public speaking. The visit is also an opportunity for students to ask questions of the

member, and we inform the member of other possible topics related to the subject

outline that they can talk about, like how constituents can get involved with

parliamentary and law making processes, how parliament is representative and how

parliament is responsible. This visit is best scheduled for a shorter lesson.

Students prepare debate speeches:

Every student is expected to deliver a prepared, researched speech either supporting

or opposing the bill. If they are in the government they must support the bill, the

opposition must oppose, and they cannot change their mind. Independents may

agree or disagree with certain parts of the bill but they are expected to make a

decision one way or the other on their stance for the bill as a whole, and this should

be clear in their speech. Students should be given class time to prepare their

debates, and they may like to divide the different arguments amongst each member

on their side (this is easier for some topics, but harder for others.)

As the speech is for assessment you can decide how long the speech will need to be

(usually between 2 – 5 minutes) and, as is the case in real parliamentary debates,

the speeches will be timed.

Sample assessment guides used by previous teachers are attached.

Lesson 3 - Chamber Prep:

We will visit your class to address your students about what to expect on their

upcoming visit to the Chamber for their mock parliamentary debate. A copy of the

script for the day will be distributed and students will have a chance to role play the

debate (without speeches). Understandably students will be very nervous on the day,

and this lesson aims to at least take the uncertainty out of the process, so students

only have to worry about giving their speech.

Chamber Debate Day:

Students will debate the bill in the real Chamber at Parliament House, under the

direction of the real Speaker (if available). Everything at Parliament House will be

organised by PES, to make the parliamentary experience as real as possible for

students:

- Seating plans will be distributed (like the real ones so student photos are

required) which allows students to know where to sit. Students may keep

these as a memento afterwards.

- The teacher can act as the Clerk (to read the title of the bill), otherwise we

can arrange a PES staff member to act as the Clerk and the teacher can sit at

the Deputy Clerk’s desk (wearing a Clerk’s robe) but will not have any duties

so you are free to formally assess students.

- Students will be encouraged to call their disagreement with arguments made

by the other side and the Speaker will keep “order” as required.

- Students will vote “on the voices” and by division as real parliament does

- Side galleries will be open so that parents can watch the debate.

Once the debate has started, the Speaker will preside and follow the provided script

through to the end of the debate. Depending on the number of students in the class,

the total time in the Chamber is usually between 1 – 2 hours.

ATTACHMENT 1: LIST OF SAMPLE BILLS

Some of the bills debated in Step Up, Be Heard Assemblies in the past:

Short Title of Bill Long Title of Bill

Compulsory Work or Volunteer Bill

A bill for an Act to introduce a compulsory system whereby all 15 year old Territorians must work or volunteer three hours per week

Criminal Code Amendment (Capital Punishment) Bill

A bill for an Act to amend the Criminal Code to include death by lethal injection as a punishment for murder

Euthanasia Bill A bill for an Act for the Terminally Ill’s Right to Self-Determination

Government School (Operations) Bill

A bill for an Act to reform Government School Operations

Juvenile Crime Bill

A bill for an Act to introduce a zero tolerance policy in regard to youth crime, increased and harsher sentencing for those who offend, and parental education for those whose children are repeat offenders

Liquor Act Amendment (Alcohol Management Plan) Bill

A bill for an Act to amend the Liquor Act with a number of measures from an Alcohol Management Plan

Marriage Equality (Same-Sex) Bill

Bill for an Act for the eligibility of same-sex marriage

Misuse of Drugs Amendment (Recreational Cannabis Use) Bill

A bill for an Act to amend the Misuse of Drugs Act to include exemptions for recreational use (cannabis)

Misuse of Drugs Amendment (Criminalisation of Tobacco) Bill

A bill for an Act to amend the Misuse of Drugs Act to tobacco to the schedule of Dangerous Drugs and its regulations.

Public Safety Bill A Bill for an Act to establish Public Safety measures to reduce violence and other related matters

Same-Sex Marriage and Divorce Bill

A bill for an Act to introduce same-sex marriage and divorce

Traffic Amendment Bill A bill for an Act to amend the Traffic Act to make the legal BAL 0.00 for all drivers

ATTACHMENT 2: SAMPLE BILLS (x2) IN FULL

Serial 101

Liquor Act Amendment (Alcohol Management Plan) Bill 2016

Mr Abeysinghe

A Bill for an Act to amend the Liquor Act.

NORTHERN TERRITORY OF AUSTRALIA

LIQUOR ACT AMENDMENT (ALCOHOL MANAGEMENT PLAN) ACT 2016

____________________

Act No. [ ] of 2016 ____________________

Table of provisions

Part 1 Preliminary matters

1 Short title ......................................................................................... 2 2 Commencement .............................................................................. 2

Part 2 Amendment of the Liqour Act

3 Liquor Act amended ............................... ………………………………………………...…..2

4 Section 4 amended ………………………………………….……........ 2 5 Section 31A amended …………………………………………….........2 6 Part VIII amended ………………………..………………….…….........2 7 Part VIII AA amended ………………………..………..…………........ 2 8 Part VIII A amended ……………………..……………….……….........2

9 Part VIII B amended ……………………..………………….…….........2

NORTHERN TERRITORY OF AUSTRALIA

____________________

Act No. [ ] of 2016 ____________________

An Act to amend the Liquor Act

[Assented to [ ] 2016]

[Second reading [ ] 2016]

The Legislative Assembly of the Northern Territory enacts as follows:

Part 1 Preliminary matters

1 Short title

This Act may be cited as the Liquor Act Amendment (Alcohol Management Plan) Act 2016.

2 Commencement

This Act commences on the day fixed by the Administrator by Gazette notice.

Part 2 Amendment of Liquor Act

3 Liquor Act amended This part amends the Liquor Act

4 Section 4 amended

Section 4 (1)

Insert (in alphabetical order)

alcohol demerit points are cumulative demerit points issued by police or other authorities on the conviction of alcohol related offences.

alcohol treatment program means therapeutic, health, diversionary, educational or other intervention or treatment aimed at remedying or reducing a person’s misuse of alcohol.

Banned Drinkers Register means a register of people not permitted to purchase alcohol as they accumulated alcohol demerit points over a prescribed limit.

5 Section 31A amended

Section 31A (2)

Insert after “following:”

(a) Listing on the Banned Drinkers Register due to the accumulation of alcohol demerit points over a certain prescribed limit.

Insert after Section 2

Section 2A Alcohol demerit points can be re-instated to zero on the successful completion of a recognised alcohol treatment program.

6 Part VIII amended

Part VIII

omit

7 Part VIII AA amended

Part VIII AA

omit

8 Part VIII A amended

Part VIII A

omit

9 Part VIII B amended

Part VIII B

omit

FOR STUDENTS: the guide below explains how to read the bill above:

Your bill is seeking to make changes (i.e. amendments) to the existing Liquor Act.

Section 4 amendment

Section 4 of the Liquor Act is Interpretation and is sometimes listed as Definitions. It defines words and terms used in the Act. This bill added 3 terms that were included in the amendments that come later in the bill and which therefore needed defining in this section.

Section 31A amendment

Section 31A of the current Liquor Act reads as follows:

31A Conditions about identification system

(2) The Minister may establish an identification system for determining whether the individual is subject to a prohibition covered by any of the following:

(b) a bail condition as defined in the Bail Act (otherwise than for a bail granted under Part III of the Act) relating to liquor;

(c) a condition of a court order under the Domestic Violence Act or the Domestic and Family Violence Act relating to liquor;

(d) a provision under a law in force in the Territory prescribed by regulation.

The amendment in this bill adds the Banned Drinkers Register as a system to determine whether an individual is subject to the prohibition of alcohol. This is added as (a) in the bill.

Also, and extra clause is added as 31A (2A) in the bill to include information about how a person can be taken off the Banned Drinkers Register.

Part VIII amendment Part VIII is the part of the Liquor Act that details the laws regarding the prohibition of liquor in General and Public Restricted Areas Part VIII AA amendment Part VIII AA is the part of the Liquor Act that details the laws regarding the prohibition of liquor in Special Restricted Areas. Part VIII A amendment Part VIII A is the part of the Liquor Act that details the laws regarding the prohibition of liquor in Restricted Premises. Part VIII B amendment Part VIII AA is the part of the Liquor Act that details the laws regarding the prohibition of liquor in Regulated Places. By omitting Parts VIII, VIII AA, VIII A, and VIII B this effectively abolishes ‘alcohol free areas’ or ‘dry zones’ which is the government’s intention with this bill.

Serial 103 Euthanasia Bill 2014

Ms Dorman

A Bill for an Act for the Terminally Ill's Right to Self-Determination

NORTHERN TERRITORY OF AUSTRALIA

EUTHANASIA ACT 2014

____________________

Act No. [ ] of 2014 ____________________

Table of provisions

Part 1 Preliminary matters

1 Short title ......................................................................................... 1 2 Commencement .............................................................................. 1 3 Definitions ........................................................................................ 1

Part 2 Terminally Ill's Rights

4 Age and Citizenship ......................................................................... 2

5 Legality ............................................................................................ 2 6 Responsibility .................................................................................. 2 7 Refusal to Officiate .......................................................................... 2

NORTHERN TERRITORY OF AUSTRALIA

____________________

Act No. [ ] of 2014 ____________________

An Act for the Terminally Ill's Right to Self-Determination.

[Assented to [ ] 2014]

[Second reading [ ] 2014]

The Legislative Assembly of the Northern Territory enacts as follows:

Part 1 Preliminary matters

1 Short title

This Act may be cited as the Euthanasia Act 2014.

2 Commencement

This Act commences on the day fixed by the Administrator by Gazette notice.

3 Definitions

In this act:

Euthanasia means the act of putting to death painlessly or allowing to die, as by withholding extreme medical measures, a person or animal suffering from an incurable, especially a painful, disease or condition. Also called mercy killing.

Terminally Ill means a disease that will result in the death of a patient regardless of any treatment intervention.

Non-voluntary Euthanasia means the termination of life without the consent (or opposition) of the patient.

Palliative Care means the care for the terminally ill and their families, especially that provided by an organised health service.

Part 2 Terminally Ill's Rights

4 Age and Citizenship

(1) A patient must be 18 years of age or older.

(2) A patient must be a permanent resident and/or recipient of Medicare.

5 Legality

(1) A patient must have three independent psychologists agree that they are not suffering from clinical depression.

(2) A patient must have three independent doctors diagnose conclusively terminal illness.

(3) There can be no other medical (western or alternative) therapies untried.

(4) The act of administering the drug must be done by a doctor – not a nurse.

(5) Doctors charged with the ability to administer euthanasia drugs must have a specific license to do so.

(6) Doctors administering euthanasia drugs must have their license renewed every two years after a psychological evaluation to ensure they are mentally sound to perform the task.

6 Responsibility

(1) Patients must be able to sign off on forms themselves. Should illness affect their ability to write, a patient may employ a legal scribe to take down their declaration.

(2) A signature must be witnessed by an unbiased third party member who holds an official position of authority either with a government agency or is legally recognised as being someone who may bear witness to the declaration.

(3) Patients may have a family member present.

7 Refusal to Officiate

(1) All parties asked to be part of the euthanasia process have the right to refuse.

ATTACHMENT 3: SAMPLE ASSESSMENT GUIDES (x2)

Year level/Class: Year 11 Legal Studies

Assessment: Oral Presentation

Name: Teacher: Miss Wilton

Issue Date: Monday April 14th, 2014 Weighting: 15%

Format Type: Oral and Multimodal presentation

Due Date: Thursday May 1st, 2014

Description of assessment

This assessment requires you to prepare a debate speech on the issue of Euthanasia in Australian Law.

Depending on the position you are in (as determined by the election outcome) you may speak for 3 minutes if you are a backbencher and 4 minutes if you are a frontbencher (i.e. a minister with a portfolio, or shadow minister). The Chief Minister may speak for 4.30mins.

Your speech must follow prescribed party lines. If you are part of the Government you must state why you SUPPORT the Bill. If you are part of the Opposition you must explain why you do NOT SUPPORT the Bill.

You must make reference to legal terms discussed during class time – also make reference to the Australian Constitution and use any case studies discussed in class to inform your argument.

Assessment conditions

You will be given some time in class to work on your assessment however you will be required to complete the majority of it in your own time.

Your speech must be 3-4 minutes long and must be informative and persuasive. Stay on topic.

You will be presenting your speeches to Madam Speaker from the NT Legislative Assembly in the chamber of Parliament House, as well as to your peers.

Once everyone has a chance to voice their side of the issue a vote will be taken to determine whether the Bill may be passed.

Comments and grade:

Performance Standards for Subject

Knowledge and Understanding Inquiry Evaluation Communication

A Comprehensive knowledge and perceptive understanding of the legal rights

and responsibilities of individuals and groups in Australian society.

Comprehensive knowledge and perceptive understanding of different sources

of law in the Australian legal system.

Insightful understanding of the values inherent in the Australian legal system.

Perceptive recognition of ways in which the Australian legal system

responds to diverse groups in the community.

Comprehensive skills in

accessing and using

information on aspects of

the legal system.

Perceptive evaluation of issues or

concepts through discussion and

illustration of opposing arguments to

reach an informed conclusion.

Comprehensive and astute evaluation of

the nature and operation of aspects of the

Australian legal system.

Consistently accurate and coherent communication of

highly informed observations and opinions, using a

range of forms.

Identification and use of legal terminology,

indicating clear and appropriate understanding.

Consistent and appropriate acknowledgment of a

diverse range of sources.

B Detailed knowledge and well-considered understanding of the legal rights

and responsibilities of individuals and groups in Australian society.

Detailed knowledge and well-considered understanding of different sources

of law in the Australian legal system.

Well-considered understanding of the values inherent in the Australian legal

system.

Thoughtful recognition of ways in which the Australian legal system

responds to diverse groups in the community.

Considerable skills in

accessing and using

information on aspects of

the legal system.

Thoughtful evaluation of issues or

concepts through discussion and

illustration of opposing arguments to

reach an informed conclusion.

Well-informed evaluation of the nature

and operation of aspects of the Australian

legal system.

Mostly accurate and coherent communication of well-

informed observations and opinions, using a range of

forms.

Identification and use of legal terminology,

indicating mostly clear and appropriate

understanding.

Mostly consistent and appropriate acknowledgment

of a range of sources.

C Appropriate knowledge and considered understanding of the legal rights and

responsibilities of individuals and groups in Australian society.

Appropriate knowledge and considered understanding of some sources of law

in the Australian legal system.

Considered understanding of the values inherent in the Australian legal

system.

Considered recognition of ways in which the Australian legal system

responds to diverse groups in the community.

Competent skills in

accessing and using

information on aspects of

the legal system.

Considered evaluation of issues or

concepts through discussion and

illustration of opposing arguments to

reach an informed conclusion.

Informed evaluation of the nature and

operation of aspects of the Australian

legal system.

Generally accurate and coherent communication of

informed observations and opinions, using different

forms.

Identification and use of legal terminology,

indicating mostly appropriate understanding.

Mostly appropriate acknowledgment of sources.

D Some recognition and awareness of the legal rights and responsibilities of

individuals and groups in Australian society.

Some awareness of sources of law in the Australian legal system.

Some recognition of values inherent in the Australian legal system.

Some recognition of ways in which the Australian legal system responds to

diverse groups in the community.

Some endeavour to access

and use information relevant

to aspects of the legal

system.

Basic consideration of issues or concepts

through discussion and description of

some arguments.

Description, with attempted evaluation, of

the nature and operation of aspects of the

Australian legal system.

Some accuracy in communication of basic

observations or opinions, in one or more forms.

Some identification and use of legal terminology,

indicating awareness of the need for appropriate use.

Some inconsistent acknowledgment of sources.

E Emerging awareness of the legal rights and responsibilities of individuals and

groups in Australian society.

Limited awareness of any sources of law in the Australian legal system.

Emerging recognition that there are values inherent in the Australian legal

system.

Emerging awareness of one or more ways in which the Australian legal

system responds to diverse groups in the community.

Limited skills in accessing

and using information with

any relevance to aspects of

the legal system.

Some description of an issue or concept

through observation of an argument.

Some brief description of the nature

and/or operation of one or more aspects

of the Australian legal system.

Limited accuracy in communication, with few

observations or opinions in a selected form.

Attempted identification and use of examples of

legal terminology, indicating limited awareness of

the need for appropriate use.

Limited acknowledgment of sources.

Stage One Legal Studies

Task 1: Mock Election & Debate

Student Name: Teacher: Zahlya Pate

Weighting: 20% Word Length:

800 words

Due Date: Thursday Wk 7 (15/03/14)

Task: This task comes in three distinct parts:

1. An election, where you will present a two minute persuasive speech to the class as part of your

political party’s attempt to gain power (form Government)

2. A Parliamentary debate, where you will attempt to pass a Bill at Parliament House, and

3. A self-reflection, where you will reflect on the strengths and weaknesses of your performance Task Details:

Task 1: Election Speech (2 mins / 350 words) – this is no longer part of the Step Up Be Heard Program

Prepare a 2 minute speech that persuades the voting public to elect both you and your political party. Discuss your

party’s policies and how you will represent (and spend the money of) your electorate if you are elected.

You will be individually assessed on your knowledge and understanding of the relevant powers, structures and

processes and your informed and appropriate communication. A transcript of your speech must be submitted on

the day of assessment.

Task 2: Parliamentary Debate (Approx. 250 words)

1. You will be divided into two major political parties – the Government and the Opposition. The elected

party will propose a Bill in an attempt to get it approved and lawfully enacted .

2. You will each develop a detailed argument either for or against the bill (depending on your party’s

position) in preparation for the parliamentary debate.

3. Attend the excursion on Tuesday of Week 7 to Parliament House, and try to win the debate and have the

bill passed (or denied) before the Speaker.

You will be individually assessed on the quality of your argument, presentation and appropriate communication

and evidence of contribution to your party. A transcript of your speech must be submitted on the day of

assessment.

Task 3: Reflective Journal (2 x 150 words)

After each of the two tasks, you will reflect on your experience, focussing on:

How you performed – how did it go, both individually and as part of a team?

Your strengths and weaknesses – what worked and what didn’t?

How you could improve – what could have been done better?

Things you liked and disliked about the task

*Not all of the areas need to be covered, but your reflection needs to be thoughtful and analytical.

Comment:

Grade:

Stage 1 Legal Studies: Performance Standards

Knowledge and Understanding Inquiry Evaluation Communication

A Comprehensive knowledge and perceptive understanding of the legal rights and responsibilities of individuals and groups in Australian society.

Comprehensive knowledge and perceptive understanding of different sources of law in the Australian legal system.

Insightful understanding of the values inherent in the Australian legal system.

Perceptive recognition of ways in which the Australian legal system responds to diverse groups in the community.

Comprehensive skills in accessing and using information on aspects of the legal system.

Perceptive evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.

Comprehensive and astute evaluation of the nature and operation of aspects of the Australian legal system.

Consistently accurate and coherent communication of highly informed observations and opinions, using a range of forms.

Identification and use of legal terminology, indicating clear and appropriate understanding.

Consistent and appropriate acknowledgment of a diverse range of sources.

B Detailed knowledge and well-considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.

Detailed knowledge and well-considered understanding of different sources of law in the Australian legal system.

Well-considered understanding of the values inherent in the Australian legal system.

Thoughtful recognition of ways in which the Australian legal system responds to diverse groups in the community.

Considerable skills in accessing and using information on aspects of the legal system.

Thoughtful evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.

Well-informed evaluation of the nature and operation of aspects of the Australian legal system.

Mostly accurate and coherent communication of well-informed observations and opinions, using a range of forms.

Identification and use of legal terminology, indicating mostly clear and appropriate understanding.

Mostly consistent and appropriate acknowledgment of a range of sources.

C Appropriate knowledge and considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.

Appropriate knowledge and considered understanding of some sources of law in the Australian legal system.

Considered understanding of the values inherent in the Australian legal system.

Considered recognition of ways in which the Australian legal system responds to diverse groups in the community.

Competent skills in accessing and using information on aspects of the legal system.

Considered evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.

Informed evaluation of the nature and operation of aspects of the Australian legal system.

Generally accurate and coherent communication of informed observations and opinions, using different forms.

Identification and use of legal terminology, indicating mostly appropriate understanding.

Mostly appropriate acknowledgment of sources.

D Some recognition and awareness of the legal rights and responsibilities of individuals and groups in Australian society.

Some awareness of sources of law in the Australian legal system.

Some recognition of values inherent in the Australian legal system.

Some recognition of ways in which the Australian legal system responds to diverse groups in the community.

Some endeavour to access and use information relevant to aspects of the legal system.

Basic consideration of issues or concepts through discussion and description of some arguments.

Description, with attempted evaluation, of the nature and operation of aspects of the Australian legal system.

Some accuracy in communication of basic observations or opinions, in one or more forms.

Some identification and use of legal terminology, indicating awareness of the need for appropriate use.

Some inconsistent acknowledgment of sources.

E Emerging awareness of the legal rights and responsibilities of individuals and groups in Australian society.

Limited awareness of any sources of law in the Australian legal system.

Emerging recognition that there are values inherent in the Australian legal system.

Emerging awareness of one or more ways in which the Australian legal system responds to diverse groups in the community.

Limited skills in accessing and using information with any relevance to aspects of the legal system.

Some description of an issue or concept through observation of an argument.

Some brief description of the nature and/or operation of one or more aspects of the Australian legal system.

Limited accuracy in communication, with few observations or opinions in a selected form.

Attempted identification and use of examples of legal terminology, indicating limited awareness of the need for appropriate use.

Limited acknowledgment of sources.