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Politics and Law unit 2B
Transcript of Politics and Law unit 2B
Overview - the course and our aims
Student Generated Quiz
Student centred learning tool. Announce to students that there will be a quiz at the end of the lesson. Students will be put into teams and asked to generate 2 - 3 questions about a selected topic (the days lesson, a recent event etc.). Collect questions and then commence quiz based on selective use of student questions.
Arrange chairs/areas into sections representing 'agree', 'undecided', 'disagree'. Provide the class with a contentious issue and have the students move to the respective chair/area. Have students argue why they chose the position they did. Students can move if their opinion changes during the discussion.
Mock WACE style assessments
As a class or as individuals, students are to complete activities that mirror WACE assessments.
Jordan, Jamie, Dane and Courtney
Theory and practice of political representation.
The Western Australian and Commonwealth electoral voting systems since Federation.
Weeks 1 - 4
The advantages and disadvantages of Australia's electoral and voting systems.
At least one electoral system of another country.
Weeks 5 - 8
Ways individuals, political parties, and pressure groups can participate in Australia's electoral processes.
Strengths and weaknesses of Western Australia's civil and criminal law processes.
Weeks 9 - 12
The role of mediation in the judicial process in theory and in practice.
Strengths and weaknesses of at least one non-common law system's processes and procedures.
Weeks 13 - 16
Representation and Justice
Principles of Assessment
1. Assessment can only be based on samples of behaviour and therefore inaccuracies will always occur (Salvia & Ysseldyke 1998)
2. Assessment must communicate to teachers how to make instruction more effective.
3. Assessment is not done mainly to grade students but to promote instruction.
4. Assessment must be fair to all individuals and groups (Willingham & Cole 1997)
5. Assessments must measure a broad range of abilities (Darling-Hammond & Falk 1997)
6. Assessment results should be meaningful to all participants, students, teachers and parents (Wiggins 1994)
(as cited in Marsh, 2010, p. 258)
The four types of assessment in the table are consistent with the teaching and learning strategires considered to be the most supportive of student achievement of the outcomes in the Politics and Law course. The table provides details of the assessment type, examples of different ways that these assessment types can be applied and the weighting range for each assessment type.
Types of Assessment
WACE Politics and Law
Political and Legal Systems
Political and Legal Issues
Political and Legal Research
WACE Politics and Law
Stage 2A - Political and legal decision systems
Stage 2B - Representation and justice
Stage 3A - Political and legal power
Stage 3B - Rights and governance
Stage 3 PAL Exam Results
Desired mean = 60%
2010 - 50.84%
2011 - 45.70%
2012 - 49.94%
Questions are from across the entire course - it is impossible to study for the test, only to learn how to correctly answer the questions in the desired format.
In answering questions:
Define the term
Demonstrate precise knowledge of concepts and principles; and
Provide pertinent examples
What we have done...
The Idea of this program is that it can be adapted by any 'type' of teacher.
This also follows for the fact that there isn't a definitive way to teach, and that student needs can vary significantly.
As such we have provided a flexible document which provides useful options for teachers.
Wayne Dropulich - Australian Sports Party
Student Generated Mock Trial
Students are given a scenario/evidence of a crime or a dispute. Based on the students knowledge of the legal system, they are to, as a class, determine the course the trial would take. This can be run as a class discussion moving through each element of the trial or by delegating roles to various students and running the trial.