AoS1+Parlt+and+the+Citizen

Please note that not all class notes, exercises and activities have been recorded on the wiki. Shared and collaborative learning activities are frequently incorporated into classroom practice – there simply hasn’t been enough time to 'share' everything!! ||
 * **Week** || **Area of study** || **Legal Concepts** || **Topics**
 * **1 & 2**

|| 1.1 || bill, criminal and civil law, statute and case law, cabinet, constitution, crown, delegated legislation, federation, government, legislation, minister, parliament, parliamentary committees, prime minister, representative government,responsible government, separation of powers **,** subordinate bodies  || Introduction Unit 3 & 4 Legal Studies Classification of law: criminal and civil, statute and case ¨ Representative government ¨ Responsible government ¨ <span style="font-family: 'Calibri','sans-serif';">Separation of powers || <span style="color: rgb(14, 0, 255);">1. Create a mind map of the different ways laws can be classified 2. In a table: what are the differences between: rules and laws statute law and common law? criminal law and civil law? 3. Refer to text p12. Answer questions 7,8,9,10 <span style="font-size: 12pt; font-family: 'Calibri','sans-serif'; text-align: left;">
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif';">1. The principles of the Australian parliamentary system **

<span style="color: rgb(14, 0, 255);">Establishing prior - knowledge 1. Copy and annotate the diagram: p14 The Australian Parliamentary System. 2. List the key features that you understand 3. List the features that you are unsure of and design questions which frame what it is that you want to find out about.
 * Overview:**
 * Australia is a constitutional monarchy, a federation of states and a democracy
 * The structure of Parliament is based on the British Westminster system
 * The Commonwealth Parliament and Victorian Parliament are bicameral
 * The constitution was passed by the UK and came into effect 1 January 1901
 * Created the House of Representatives, Senate and the High Court
 * Roles of the government, cabinet and the prime minister/premier

representative government responsible government the principle of separation of powers structure of state and federal parliaments role played by the Crown represents the views of the people regular elections if government doesn't represent the people it is likely to be voted out of office. answerable to the people if government loses the confidence of the people it must resign ministers are responsible to parliament and hence the electorate ministers are responsible for the actions of their departments ministers must carry out their duties with integrity and propriety or resign
 * **The principles of the Australian Parliamentary system**
 * **Representative government**
 * **Responsible government**



protects the stability of government allows for independence between the bodies provides a check on the power of parliament
 * **Reasons for the separation of powers**

<span style="color: rgb(14, 0, 255);">Copy diagram 2.3 functions of government Read article p20: Are powers really separated? Complete folio activity p21 q1-4

Governor General (the Queens rep) Senate - 76 members(upper house) House of Reps - 150 members (lower house)
 * **Structure of Commonwealth Parliament**

creating and amending laws forms government provides a forum for popular representation and debate scrutinises the actions of government
 * **The role of Parliament**

- making laws - determining government - providing for representative and responsible govt - publicising and scrutinising - controlling government expenditure - the govt cannot spend money or raise taxes without the necessary acts of parliament and raise matters of concern. || Senate - 76 members(upper house) creating and reviewing laws House of review - scrutinises bills from the lower house. States House - equal representation for each state provides responsible and representative government. ||
 * **House of Representatives** || **Senate** ||
 * - House of Reps - 150 members (lower house)

<span style="color: rgb(14, 0, 255);">I<span style="color: rgb(14, 0, 255);">ntern et research activity: Parliament on line (p31) wwwaph.gov.au P24 Do we really need a senate? <span style="color: rgb(14, 0, 255);">Folio Activity p25 Q2,3,4 Strengths - reviews legislation and amends accordingly, more time to review legislation Weakness - senators tend to vote according to party policies 6 year term protects senators from changing community views, disproportionate rep from the states means that minor/smaller states are powerful

appointing a federal executive council to provide advice designating parliamentary session times bringing a session of parliament to an end dissolving the House of Reps to bring an election giving or withholding royal assent creating delegated legislation as part of the executive
 * **The role of the Crown**

<span style="color: rgb(0, 128, 0);">see __www.gg.gov.au__ for more info see www.parliament.vic.gov.au for info on Victorian Parliament

<span style="color: rgb(14, 0, 255);">Complete the following table, comparing the roles and powers of the commonwealth and state parliaments: Executive government || <span style="color: rgb(14, 0, 255);"> || <span style="color: rgb(14, 0, 255);"> || <span style="color: rgb(14, 0, 255);">Text p31 Answer questions 2 - 5 Summarise: On cue cards complete a summary of the main concepts, processes etc. I'll outline in greater detail in class. Refer to the capacity matrix on the first page - let me know if you are unsure of anything!!
 * < <span style="color: rgb(14, 0, 255);"> ||< <span style="color: rgb(14, 0, 255);">Similarities ||< <span style="color: rgb(14, 0, 255);">Differences ||
 * <span style="color: rgb(14, 0, 255);">Upper House || <span style="color: rgb(14, 0, 255);"> || <span style="color: rgb(14, 0, 255);"> ||
 * <span style="color: rgb(14, 0, 255);">Lower House || <span style="color: rgb(14, 0, 255);"> || <span style="color: rgb(14, 0, 255);"> ||
 * <span style="color: rgb(14, 0, 255);">Crown

||
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Week** || <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Area of study** || <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Legal Concepts** || <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Topics**
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif';">**3**

|| <span style="font-weight: normal; font-size: 10pt; font-family: 'Calibri','sans-serif';">1.2

1.6 || <span style="font-weight: normal; font-size: 10pt; font-family: 'Calibri','sans-serif'; text-align: left;">initiation, bill, drafting, || <span style="font-family: 'Calibri','sans-serif';">**2. Law making through parliament** ¨<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Calibri','sans-serif';">Types of bills ¨<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> I <span style="font-family: 'Calibri','sans-serif';">nitiation of legislation ¨<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Calibri','sans-serif';">Problems in drafting ¨<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Calibri','sans-serif';">Progress of a bill ¨<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Calibri','sans-serif';">Strengths and weaknesses of parliament ||

Government bill appropriation bill private bill private members bill pressure for change the role of cabinet the role of parliamentary counsel
 * Types of bills
 * Initiating Legislation

<span style="color: rgb(14, 0, 255);">Text: p33 - 50 1. Outline the types of bills that are initiated. 2. Discuss the the issues that are frequently encountered when drafting legislation <span style="color: rgb(14, 0, 255);">Text: <span style="color: rgb(14, 0, 255);">Read the article 'Where do laws come from (p40) and answer questions 1-6 p43 Case Study: Telstra up for grabs after Senate win (handout) the role of cabinet: policy making body consisting of PM and ministers the role of parliamentary counsel: preparing draft bills


 * Progress of a bill through Parliament**

<span style="color: rgb(0, 0, 0);"><span style="color: rgb(14, 0, 255);">Text: p41-42 Develop an annotated flow chart of the progress of a bill through Parliament Text: p44 Read 'How do committees inform the legislative process' Folio exercise p45 q1-6 Case Study on the legislative process: Upskirting: Read p45-50 Folio exercise 1-9 Case Study: Widows discount p51 complete folio exercise 1-5

**Delegated Legislation** <span style="color: rgb(14, 0, 255);">T<span style="color: rgb(14, 0, 255);">ext p5 2-55 Complete folio exercise p55 q1-3 Chapter revision question p57 q1-7 <span style="color: rgb(14, 0, 255);">Again: Summarise: On cue cards complete a summary of the main concepts, processes etc. I'll outline in greater detail in class. Refer to the capacity matrix on the first page - let me know if you are unsure of anything!! able to change the law when the need applies well resourced an arena for debate delegate law making power to specialist bodies elected to carry out this role parliament has techniques to investigate issues parliament has power to ammend or repeal laws parliament has techniques to investigate issues
 * Effectiveness of Parliament (strengths)**

Conflicting views in the community potentially hostile upper house or alternatively can operate as a 'rubber stamp' lacks time issues with constitutional restrictions difficulties with interpreting legislation difficulty in keeping laws up to date most legislation is a compromise volume and complexity of legislation must make it difficult to know and find the law problems of delegating to other bodies can be unduly influenced by pressure groups
 * Restrictions of Parliament (weaknesses)**

reflect current views and attitudes well drafted resources available to implement new laws well publicised and promoted framed after investigation and community consultation
 * Elements of effective law making:**

<span style="color: rgb(14, 0, 255); font-family: 'Comic Sans MS',cursive;">**Feedback: Practice outcome: 17th Feb** <span style="font-family: 'Comic Sans MS',cursive; color: rgb(14, 0, 255);"><span style="font-size: 10pt; line-height: 115%; font-family: 'Arial Narrow','sans-serif';">Incorporate your knowledge with the stimulus material Provide as much detail as you possibly can Do not use any abbreviations, check your spelling Each question is marked separately: don’t assume that if you have mentioned a point in a previous question that it is not valid for the one that you are currently answering <span style="font-size: 10pt; font-family: 'Arial Narrow','sans-serif';">1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Refer to the Westminster system define bi cameral, separate the role of both. HoR: govt is formed, where most legislation is originated; mention the size, controls govt rep govt of the people. Senate: Hof Review: scrutinises govt, reviewing amendments, states house,

2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> If you do not understand the concept break it down. If there minority of political parties – greater scrutiny with reduced discussion and debate Libs won balance of power in 2004 – suggesting that the govt legislation program would be passed without debate in both houses.

3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> If govt holds the senate – becomes a rubber stamp, balance of power changes reducing the senate role as a house of view. Also puts in to doubt the ability for the Senate as a States house and diminishes the role and power of minor parties eg The Greens

4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Referring to the ease of the govt leg program that could now be passed in both houses with little discussion, debate and scrutiny. Responsible govt – will continue to operate responsibly in their actions <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial Narrow','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> Test: Tuesday 24th February. This test will consist of 10 definition style questions worth a total of 10 marks. The balance of the test involves short answer questions to the value of 40 marks. The entire test is worth 10% of your Unit 3 assessment.

What to study? Everything that we have done in the last three weeks (except for Ch 3 work). My advice: summarise your notes and carefully note anything that you are not sure of. Email me any questions or come in to 100 block office on Monday morning (I’m not available in the afternoon)

Please note that not all class notes and exercises and activities have been recorded on the wiki – there simply hasn’t been enough time!!

||
 * <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Week** || <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Area of study** || <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Legal Concepts** || <span style="font-size: 11pt; font-family: 'Calibri','sans-serif';">**Topics**
 * <span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 10pt; font-family: 'Calibri','sans-serif';">**4 and 5**

|| <span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;"><span style="font-weight: normal; font-size: 10pt; font-family: 'Calibri','sans-serif';">1.3, 1.4

1.5 || <span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;"><span style="font-weight: normal; font-size: 10pt; font-family: 'Calibri','sans-serif'; text-align: left;">abrogate, lobbying, pressure group terms of reference

|| <span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: 8pt; font-family: Arial,Helvetica,sans-serif;">**Changing the Law** <span style="font-family: Arial,Helvetica,sans-serif;"> ¨  <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">Reasons laws may need to be changed ¨ The role played by a formal law reform body in assessing the need for change ¨ The means by which individuals and groups participate in influencing change SAC: Test and Assignment || <span style="font-size: 12pt; font-family: 'Calibri','sans-serif'; text-align: left;"> **Reasons laws may need to change** changing values changes in society advances in technology greater need for protection greater need to access the law

<span style="font-family: 'Comic Sans MS',cursive; color: rgb(255, 0, 0);">NB the course outline requires us to study either the Australian Law Reform Commission or the Victorian Law Reform Commission. We will be studying the VLRC.

<span style="color: rgb(14, 0, 255);">Class handout: law reform bodies - covers the way in which these bodies operate.


 * Laws must change according to community's changing needs**

Eg: **recent changes to Vic road laws** - responding to loss of life largely resulting from inexperienced drivers tailgating and speeding.law changed to restrict P1 probationary drivers to carrying only 1 passenger.

Another concern has been the difficulty of proving culpable driving causing death: the act has increased the penalty of culpable driving to 10 years and created a new offence; dangerous driving causing death to 10 years and created the new offence of dangerous driving causing injury with a maximum sentence of 5 years.
 * Case study: Crimes Act 2008**

Thomas Towle, while driving at speed, lost control of his car and ploughed into a group of teenagers, seriously injuring 4. He was found not guilty of culpable driving but guilty of 6 counts of dangerous driving causing death and 4 counts of dangerous driving causing injury. He was sentenced to serve a max of 10 years in prison. At the time of the accident the max term from dangerous driving was 5 years, it has now been increased to 10 years - largely as a result of public pressure.
 * Cases that impacted on the change of law:**

<span style="color: rgb(14, 0, 255);">Case studies in changing the law: Article Monash University attack led to renewed push for tighter gun laws (handout) Destruction of documentary evidence (handout) Report: Changing the law of provocation (the Rammage case) - another eg of Vic Law Reform Commission work

Solutions SAC1

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