Legal Studies Module Programme 2010 - 2011

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010

SUBJECT PROGRAMME: TRANSITION YEAR LEGAL STUDIES ‘Law is the cement of society, a knowledge of which increases one’s understanding of public affairs and promotes accuracy of expression’ Glanville Williams, Q.C. Today's law is not only essential to society's well-being; it is becoming much more complex.

Therefore, knowledge of legal principles, an ability to recognise the legal implications of situations which arise in daily life and an ability to know when and how to secure good legal advice are essential for survival in modern society.

Legal Studies is about such 'legal awareness'. This Module is designed to introduce students with knowledge on selected aspects of law and ultimately help to develop their understandings, skills, abilities and attitudes about legal issues in order to participate effectively in Irish society.

RATIONALE The Law and Legal System is an essential part of the domestic and international business environment.

Legal Studies is designed to foster intellectual, social and moral development by empowering students to think critically on the role of law and legal institutions in society. This is achieved through a review of selected legal rules, institutions and processes at the domestic and international level, a demystification of terminology and a focus on change, effectiveness, dispute resolution and justice.

Legal Studies has a significant impact on students’ confidence in approaching and accessing the legal system and provides them with a better appreciation and understanding of the relationship between social and legal structures in society.

The subject offers excellent preparation for life skills through an understanding of the legal system, its principles, structures, institutions and processes.

Legal Studies further fosters a respect for cultural diversity and promotes tolerance. It allows students to question and evaluate the legal and democratic structures within Society. This 1 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010 approach is inductive, having initially encouraged students to examine ‘order’ within a school context by questioning and evaluating the Schools Code of Discipline.

APPLICATIONS Legal Studies as a subject is very valuable for developing skills of extended writing critical thinking, and ‘tactical’ problem-solving.

The knowledge and skills acquired in Legal Studies has an application for careers in Law, Business, Police Work, Criminology, Sociology, Social Work, Journalism, the Public Service and Teaching.

AIMS To develop students’ knowledge, understanding and skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as citizens. This builds upon the knowledge and foundation they have acquired through their study of C.S.P.E. Junior Cycle. Of the seven concepts in the C.S.P.E. syllabus, the Legal Studies module relates most specifically to the concept of 'Law'. However, it also touches upon the concepts of 'Democracy' and 'Rights and Responsibilities'. It is relevant, in ways, to all four units of the syllabus, but most particularly 'The Individual and Citizenship' and 'The State - Ireland'.

The study of law enhances students’ knowledge and skills in practical areas directly relevant to every day life.

An understanding of the Law promotes good citizenship Familiarity with the law enables one to identify potential legal problems and equips one with knowledge of redress.

An acquaintance with legal terminology and procedure also enables a more effective understanding of the Legal System.

Finally, Legal Studies helps students to hone their reasoning skills, an intellectual discipline useful in many diverse problem-solving contexts.

2 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010

OBJECTIVES That students will develop knowledge and understanding about: •

What is Law and how Laws are made.

•

the general nature, functions, systems, processes and institutions of domestic law

•

the operation and dimensions of the Irish legal system and the importance of the rule of law

•

Access to and participation in the legal system.

And skills in: •

Investigating, analysing and synthesising legal information and issues from a variety of perspectives.

•

Communicating legal information and issues.

The Module will provide an introduction to the core aspects of Irish law, the legal system and Trial process

ORGANISATION The Legal Studies Module is timetabled on two lines to cater for four TY classes being taught for a double class each week over a 15 week period. Legal Studies is an elective module.

Teacher re: Legal Studies: Deborah Skelly.

TEACHING STRATEGIES Legal Studies provides a flexible learning structure. It allows students to acquire skills in analysis, independent research and the development of coherent arguments through advocacy ‘role-play. This should assist in full and active participation by students by encouraging diverse opinions, open rational debate, respect for persons, an appreciation equality before the law and involvement in democratic processes and structures.

3 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010 Students are required to undertake a wide range of learning activities in order to achieve the aims and objectives of the course. As well as engaging in the traditional learning methods of reading, note-taking and writing, students will be involved in other types of learning activities such as oral presentations (Basic Advocacy Skills), field trips, guest speakers, and case studies. Every effort is made to develop student confidence by active advocacy role-play and Group discussion in class.

The Module is essentially a taught module. However, students where possible will be brought to Mountjoy Prison and the Four Courts [Field Assignments]. It is intended, time permitting and availability that two outside speakers will address the class e.g. a practising Barrister, the local JLO and a representative from the Rape Crisis Centre / Citizens Advice Bureau.

ASSESSMENT A wide range of assessment techniques is used in order to determine student achievement.

Assessment techniques will vary including short-answer responses, problem solving, research tasks, oral presentations and participation.

Students are assessed according to four criteria:



Factual knowledge

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Expression

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Participation in class generally and the Mock Trial

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Attendance

[Eventually, the P.A.L. Examination – Pending a decision from School Management to participate in the Programme] I have also developed a website [under construction] Lexlar4schools and students will be expected to contribute to its development.

HOME WORK POLICY RATIONALE: 4 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010 Generally, homework is the carrying out of work assigned by the class teacher outside of School hours, at home privately or at supervised study after School. Homework includes ongoing and regular revision of course work.

The purpose of homework is to enable the Student to develop the necessary and important skills required for written examinations and to be thoroughly familiar with the course content of various subjects. Revision completed on a continuous basis reduces exam stress and keeps the Student up to date with her work.

Home work amplifies and reinforces the work covered by the Teacher in class and confirms the Student’s ease of difficulty with a particular aspect of the course. It also provides an indication as to whether or not the Student has been attentive in class.

Parents have an important supervisory role in ensuring that Homework is carried out regularly, carefully and without distraction. Parents are asked to provide a quiet setting for Students to complete homework assignments and revision work.

Homework helps Students develop study skills and self-discipline.

TRANSITION YEAR LEGAL STUDIES Homework is both written and learning work given to reinforce the lesson studied in class. It is also used to extend the student's insight of this lesson and to revise work previously done.

Homework is an integral part of a student’s education. It is very important to have a routine for homework and this routine should be established very early in the year.

Every student should enter the written and learning/reading homework into their Homework Journal. Every student should enter the written homework into the correct subject copy. It should be dated e.g. homework for day/month/year. The questions and answers should be clearly written. This assists with revision.

The teacher will correct this homework. Sanctions may be imposed for not doing homework.

Parents will be informed through the students Journal, which parents must sign weekly. A record of homework not completed or assignments not submitted will be kept by the teacher. Students Homework will be formally addressed by way of comment on their written report at the end of each Module.

Homework is assumed as not having been completed if it is not presented on time.

MODULE SPECIFIC RESOURCES 5 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010 The Law Matters, Courts Service of Ireland publication and resource pack.

A resource website which I am currently constructing, namely Lexlar4schools.

THE CROSS-CURRICULAR DIMENSION Science: DNA and Forensic Science.

English: Lord of the Flies / Animal Farm Novels.

C.S.P.E: The Courts, Citizens Rights.

IT: Use and development of website, Lexla4schools.

Careers: Legal Profession.

Drama & Debating: Role-play

EVALUATION OF MODULE PROGRAMME Student and Subject Teacher evaluation / reflection at the end of each Module. (Please refer to attachments)

MONITORING PROCEDURES: The TY Coordinator, in conjunction with School Management.

REVIEW PROCEDURES: The TY Coordinator in conjunction with School Management, in light of Student and Parental Feedback

CONTENT & STRUCTURE [SCHEME OF WORK] All lessons will be supported with Handouts, Worksheets, and use of multimedia presentations / DVD and role play where appropriate from a range of resources. 

LESSON 1– INTRODUCTION: WHAT IS THE LAW

OBJECTIVE: 

To inform students about the Module content and assessment – Assessment for Learning.

6 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010  To enable students to develop and understanding of why Laws exists.

AIMS: 

Students learn to understand what Law is and why rules and sanctions exist in modern day society.



Students will examine and discuss the Rationale Re: The Code of Discipline of St.Paul’s Secondary School.



Students will be introduced briefly to the various sources of Law in order to ceate awareness:



The Irish Constitution

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Statute Law

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Common Law

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Case Law



Natural Law

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ECHR

[Class activity – how to read from text and make eye contact at the same time] The creation of ‘Order’ within the School context: The Code of Discipline [Class Activity – Debate / advocacy (Plea in Mitigation)] 

LESSON 2 – WHO’S WHO IN THE COURTROOM

OBJECTIVE: To enable students understand the roles of the various people involved in a court case (focus on a criminal trial).

AIMS: 

To explain the role of the participants in a criminal court case.



To enable the students recognise the typical seating arrangements in a courtroom.



To help the students learn more about the role of each participant with a view to assigning roles at a later stage for the class mock trial.

7 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010 A presentation by two practicing Barristers to help reinforce the above is scheduled to take place on Friday September 17 2010. 

LESSONS 3 AND 4 – A MOCK TRIAL IN ACTION

OBJECTIVE: To provide the students with a full understanding of the mock trial and what will be expected of them.

AIMS: 

To demonstrate a mock trial from beginning to end



To broaden the students’ understanding of the various roles of court users.

RESOURCES: 

45 minute DVD ‘Lets Look at the Law’.



Student Handout 1 – Questions and Answers



Student Handout 2 – Running order of the Trial.



LESSONS 5 – A RE-EXAMINATION OF WHAT IS THE LAW?

OBJECTIVE: To facilitate the students in re-formulating / developing their own understanding of what the law is.

AIMS: 

To allow each student participate in forming a personal definition of the law.



To enable students to apply their theoretical knowledge of the law to everyday situations.



LESSON 6 – WHERE DO LAWS COME FROM?

OBJECTIVE: To enable the students understand the sources of our laws.

AIMS: 

To explain the importance of the Constitution of Ireland.

8 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010  To explain the Separation of Powers 

To explain how laws are enacted in Ireland [Statute Law]



To explain law and other Statute Law.

‘Lexlar4schools’ website &] the Lexlar Weblog [optional] which I developed will be used in addition to Handouts and Worksheets. 

LESSON 7 – UNDERSTANDING THE COURTS SYSTEM

OBJECTIVE: To enable students understand the Irish courts system.

AIMS: 

To explain the difference between civil and criminal courts.



To explain the structure of the courts in Ireland.



LESSON 8 – EXAMINING A WITNESS – WHAT CAN YOU ASK?

OBJECTIVE: To enable students conduct basic examinations of witnesses at a trial.

AIMS: 

To provide students with information about how to examine a witness.



To re-enforce students understanding of same by role play.



LESSONS 9 & 10 – PREPARING FOR A TRIAL

OBJECTIVE: To prepare the students to take part in a mock trial.

AIMS: 

To improve the students’ understanding of court.



To ensure that the students focus on heir particular role in this mock trial.



LESSON 11 – HOW TO RUN A TRIAL? 9 Deborah Skelly © 2010

Deborah Skelly / St. Paul’s Secondary School, Greenhills, Dublin 12.

Last updated September 4 2010 OBJECTIVE: To offer the students an insight into the order of events at a trial.

AIMS: 

To explain courtroom protocol for the students.



To ensure that students understand how a trial operates.



LESSONS 12 & 13 – THE MOCK TRIAL

OBJECTIVE: To run a successful and educational mock trial.

AIMS: 

To enable students to act out their assigned role effectively.



To enhance their knowledge of what is involved in the trial process and the legal system by actively participating in a mock trial.



LESSONS 12 & 13 – INTRODUCTION TO FAMILY LAW / FORENSICS

[Time permitting] *Fieldwork – Visit to Mountjoy Prison if possible.

Visit to the CCJ scheduled for March 2011.

10 Deborah Skelly © 2010