Success Criteria

U1- AOS1

Lesson1-

  1. I can recall Mrs Forrest’s expectations.

  2. I have the required resources to be Ready to Learn (textbook, notebook, pens, completed Head Start Booklet).

  3. I can outline the plan for AOS1 (content, assessment, key dates).

Lesson 2-

  1. I can classify laws based on their type.

  2. I can describe features of criminal law. (Head Start)

  3. I can describe features of civil law. (Head Start)

  4. I can explain one difference / distinguish between criminal law and civil law. (Head Start)

  5. I can describe the relationship between criminal law and civil law.

Lesson 3-

  1. I can classify laws based on their source.

  2. I can explain how statute law is made and changed.

  3. I can explain how common law is made and changed.

  4. I can explain one difference / distinguish between statute law and common law. (Head Start)

Lesson 4-

  1. I can outline why it is important for laws to be effective.

  2. I can list and describe the five characteristics of an effective law. 

  3. I can apply the characteristics of an effective law to evaluate whether a real-life law is effective.

Lesson 5-

  1. I can describe what is required by the task word, evaluate.

  2. I can evaluate whether a law is effective, using at least two characteristics of an effective law.

Lesson 6-

  1. I can outline the role of each of parliament and the courts. 

  2. I can list the four ways that parliament and the courts work together in law-making.

  3. I can describe the four ways that parliament and the courts work together in law-making.

  4. I can give an example of each way.

Lesson 7-

  1. I can explain what is meant by the terms ‘hierarchy’ and ‘jurisdiction’. 

  2. I can outline the Victorian court hierarchy (courts, their position and the types of cases they hear).

  3. I can list and explain the four reasons for the Victorian court hierarchy.

Lesson 8-

  1. I can describe what is required by the task word, justify.

  2. I can justify the existence of the Victorian court hierarchy.

Lesson 9-

  1. I can identify each principle.

  2. I can describe / explain each principle.

  3. I can outline at least one way that each principle is upheld in the Victorian justice system.

U1- AOS2

Lesson 1-

  1. I can outline the plan for AOS2 (content, assessment, key dates).

Lesson 2-

  1. I can list the four purposes of criminal law.

  2. I can explain the four purposes of criminal law.

Lesson 3-

  1. I can define the presumption of innocence.

  2. I can give reasons for the presumption of innocence.

  3. I can explain how the presumption of innocence is protected (upheld).

Lesson4-

  1. I can explain the terms actus reus and mens rea.

  2. I can apply my understanding to identify the actus reus and mens rea of criminal offences.

  3. I can explain what a strict liability offence is.

Lesson 5-

  1. I can define the terms:

  • age of criminal responsibility

  • doli incapax

  1. I can explain whether children can be charged with a crime in Victoria.

  • Under the age of 10

  • Between 10 and 13

  • 14 years and older

Lesson 6-

  1. I can describe what is required by the task word, discuss.

  2. I can list reasons for and against raising the age of criminal responsibility.

  3. I can discuss whether the age of criminal responsibility should be increased.  

Lesson 7-

  1. I can describe the burden of proof in criminal matters. (What is it? Who has it?)

  2. I can state the standard of proof in criminal matters.

  3. I can describe the standard of proof in criminal matters.

Lesson 8-

  1. I can define these types of offences:

  • summary offence

  • indictable offence

  • indictable offence heard summarily

  1. I can give an example of each type of offence.

  2. I can describe the procedures used for these types of offences.

  3. I can distinguish between summary offences and indictable offences, using example

Lesson 9-

  1. I can define and explain the terms:

  • principal offender

  • accessory

  1. I can apply my understanding of these terms (and other key concepts of criminal law)  to case studies.

Lesson 10-

  1. I can define what ‘murder’ is.

  2. I can state what the maximum sanction for murder is.

  3. I can list the four elements of murder.

  4. I can describe the four elements of murder.

Lesson 11-

  1. I can apply the element of causation to case studies.

  2. I can write a structured paragraph about the element of causation: assertion, fact, link.

Lesson 12-

  1. I can describe the element of mens rea.

I can apply the element of mens rea to case studies.

Lesson 13-

  1. I can list six possible defences to murder.

  2. I have worked with respect (to me, to other students, to Mrs Forrest) to explain one defence to the class.

  3. For three defences:

    1. I can describe when three defence to murder is available. (What are the elements of the defence?)

    2. What is the outcome of each defence?

Lesson 14-

  1. I can identify the number of offences of murder for each of the last 5 years. (Vic and NT)

  2. I can identify the murder rate (rate per 100,000) for each of the last 5 years. (Vic and NT)

  3. I can explain whether there is a trend in the number of murders and the murder rate. (Vic and NT)

  4. I can compare the number of offences and the murder rate in Victoria and the Northern Territory.

Lesson 15-

  1. I can describe the impact that murder has on:

  • the victim

  • the victims’ family and friends

  • the offender

  • the offender’s family and friends

  • the community as a whole

Lesson 16-

  1. Complete for kidnapping.

AOS3- Sanctions

Lesson 1-

  1. I can outline the plan for AOS3 (content, assessment, key dates).

Lesson 2-

  1. Can I define each principle of justice?

  2. Can I describe the elements/components/characteristics of each principle of justice?

  3. Can I identify ways that each principle of justice is promoted or achieved in the criminal justice system?

  4. Can I identify ways that each principle of justice is hindered or infringed in the criminal justice system?

Lesson 3-

  1. I can identify three institutions that enforce criminal law: Victoria Police, Australian Federal Police and WorkSafe.

  2. I can describe the role of those institutions in enforcing criminal law.

Lesson 4-

  • I can list the powers of institutions and the rights of individuals in 2 stages of a criminal case:

  1. arrest; plus

  2. one other stage (questioning, court proceedings OR imprisonment)

  • I can make links between the the rights of individuals in those 2 stages and the principles of justice.

Lesson 5-

  1. I can describe the role of Victorian courts in criminal cases.

  2. I can summarise the original and appellate criminal jurisdiction of the Magistrates Court, the County Court, the Supreme Court (Trial Division) and Supreme Court (Court of Appeal).

  3. I can make links between the principles of justice and Victorian courts.

Lesson 6-

  1. I can describe what is required by ‘extent’ questions.

  2. I can plan an answer to a ‘discuss the extent’ question.

  3. I can write a paragraph using a TEEL or AFL structure.

Lesson 7-

  1. I can describe:

    1. when a jury is used in criminal trials

    2. the composition of a criminal jury

    3. the process for jury selection

    4. the role of a criminal jury

    5. how a criminal jury reaches a verdict 

  2. I can make links between the principles of justice and the jury system.

Lesson 8-

  1. I can list the five purposes of sanctions.

  2. I can describe the five purposes of sanctions.

  3. I can use synonyms for each of the purposes.

Lesson 9-

  1. I can describe features of fines, imprisonment and community correction orders.

  2. I can explain how each type of sanction does / does not achieve the five purposes of sanctions.

  3. I can discuss the extent to which fines achieve the purpose of deterrence. (PQ)

Lesson 10-

  1. I can describe what a mitigating factor is, and what an aggravating factor is.

  2. I can distinguish between a mitigating factor and an aggravating factor.

  3. I can give examples of mitigating factors that may reduce a sentence.  

  4. I can give examples of aggravating factors that may increase a sentence.  

  5. I have re-read my AOS2 Research Report case and can identify the purposes and factors considered by the judge in sentencing the offender.

Lesson 11-

  1. I can describe:

    1. who First Nations people are;

    2. the difficulties faced by First Nations people in the criminal justice system; and

    3. some measures that are in place to help overcome those difficulties.

  2. I can explain how those difficulties impair justice.

  3. I can explain how those measures help to achieve justice.

Lesson 12-

  1. I can describe:

    1. the role of Koori Courts

    2. why we have Koori Courts

    3. eligibility to be sentenced in a Koori Court

    4. the Koori Court process

    5. strengths and weaknesses of Koori Courts.

  2. I can identify ways that Koori Courts do and do not achieve equality.

  3. I can evaluate the extent to which Koori Courts achieve equality.

Lesson 13-

Lesson 14-