Week ending: Feb 24th 2017
Key Knowledge 1: Principles of criminal liability, including elements of a crime, the presumptions of innocence, the burden and standard of proof, age of criminal responsibility and participants of a crime.
Lesson Plan 1: Principles of Criminal Law
Learning Intention: Students will understand and be able to recall the need for laws, the reasons for laws, the sources of law and the the principles of criminal law. Tasks: 1. Why do we need laws? List the three reasons. 2. What is crime? 3. Copy the diagram 'The three basic features of crime' 4. Explain each of the three basic features briefly. 5. Explain the purpose and function of criminal law. 6. What the two areas that criminal law comes from? 7. What two Acts outline both indictable and summary offences? 8. There are a number of other Acts that outline more specified legislation. List one of these. 9. List the two elements of a crime 10. Students copy 'learning intention' from the whiteboard. - Principles of a crime: Elements of a crime, age of criminal responsibility, participants of a crime, presumption of innocence, burden and standard of proof. |
Tasks continued....
11. Teacher leads students through the PowerPoint below. 12. Students to complete 'Check your understanding' on Page 63. |
Elements of a crime
Actus Reus: A wrongful act; the physical act constituting a crime
Mens Rea: The state of mind required to commit a wrongful act
Accessory: A person who is not present at the time of the crime but assists (either before or after)
Mens Rea: The state of mind required to commit a wrongful act
Accessory: A person who is not present at the time of the crime but assists (either before or after)
Victorian Crimes Act (1958)
The Victorian Crimes Act (1958) lists the most serious criminal offences, known as:
Indictable offences: (Serious criminal offences)
This sets out maximum penalties for these offences.
Summary offences: Minor criminal offences
Indictable offences: (Serious criminal offences)
This sets out maximum penalties for these offences.
Summary offences: Minor criminal offences
Summary Offences Act (1966)
The Summary Offences Act 1966 (Vic)
Key Knowledge 2
Key Knowledge 2: Crimes against the person and related defences
Lesson Plan 2: Crimes against a person
Learning Intention: Students can identify and explain the various crimes against the person. Specific focus on homicide.
Tasks:
1. Participants in a crime can be classified as one of two things. List and explain each.
2. Draw the diagram 'Criminal Behaviour' under the Types of Crimes heading.
3. Crimes can be classified into two categories: The nature of the crime or the legal procedure used to bring them to court:
Nature of crime: List and provide examples of each of the above types of criminal behaviour.
Legal procedure: List and provide examples of each
4. Draw the diagram 'Criminal procedure' on Page 64.
5. Complete the 'apply your understanding' activities on Page 67.
6. As a class complete the 'E-learning' task on Page 67.
Learning Intention: Students can identify and explain the various crimes against the person. Specific focus on homicide.
Tasks:
1. Participants in a crime can be classified as one of two things. List and explain each.
2. Draw the diagram 'Criminal Behaviour' under the Types of Crimes heading.
3. Crimes can be classified into two categories: The nature of the crime or the legal procedure used to bring them to court:
Nature of crime: List and provide examples of each of the above types of criminal behaviour.
Legal procedure: List and provide examples of each
4. Draw the diagram 'Criminal procedure' on Page 64.
5. Complete the 'apply your understanding' activities on Page 67.
6. As a class complete the 'E-learning' task on Page 67.
Week Ending - 3rd March
Lesson Plan 3: Crimes against a person
Learning Intention: Students will consolidate their understanding of crimes against a person and apply it to various textbook questions. Specific focus on murder.
Tasks:
1. List the different 'crimes against the person'.
2. Focus on Homicide. Use Page 68 of your textbook, and write down the types of offences that caused death in 2011-2012. Use the Victoria Police website to record the number of offences (in 2016) for each of the types of offences you recorded from 2011-2102.
3. Define the word Homicide.
4. Explain the difference between lawful homicide and unlawful homicide.
5. Outline the different types of 'unlawful' homicide?
6. Identify the different parts or terms related to a 'murder' ruling (Page 69)?
7. Reflect on the elements that have to align for a homicide to be classed as murder. Page 70.
8. Students to complete 'Apply your understanding: A father's mind' questions on Page 71.
9. As a class consider the 'Apply your understanding: Case Study' on page 72. What crime has been committed?
10. Record five statistics from the 'a snapshot of sentencing and murder'.
11. Complete the 'Apply your understanding' activity questions on Page 75.
12. Read the Cody Hutchings article on page 77.
13. Complete the 'Apply your understanding' activity questions on Page 76..
Learning Intention: Students will consolidate their understanding of crimes against a person and apply it to various textbook questions. Specific focus on murder.
Tasks:
1. List the different 'crimes against the person'.
2. Focus on Homicide. Use Page 68 of your textbook, and write down the types of offences that caused death in 2011-2012. Use the Victoria Police website to record the number of offences (in 2016) for each of the types of offences you recorded from 2011-2102.
3. Define the word Homicide.
4. Explain the difference between lawful homicide and unlawful homicide.
5. Outline the different types of 'unlawful' homicide?
6. Identify the different parts or terms related to a 'murder' ruling (Page 69)?
7. Reflect on the elements that have to align for a homicide to be classed as murder. Page 70.
8. Students to complete 'Apply your understanding: A father's mind' questions on Page 71.
9. As a class consider the 'Apply your understanding: Case Study' on page 72. What crime has been committed?
10. Record five statistics from the 'a snapshot of sentencing and murder'.
11. Complete the 'Apply your understanding' activity questions on Page 75.
12. Read the Cody Hutchings article on page 77.
13. Complete the 'Apply your understanding' activity questions on Page 76..
Classification of seriousness
Crimes can also be classified according to the legal procedure used to bring them to court:
► Indictable offences – serious offences requiring the accused to be tried before a judge and a jury in a higher court (murder, rape, treason, theft & robbery)
► Indictable offences heard summarily – those serious offences that can be heard by the Magistrates’ court as if they were summary offences (thefts less than $40,000 & some robbery and assaults)
► Summary offences – less serious offences requiring the accused to be tried before a magistrate sitting without a jury (being drunk and disorderly, driving with a blood-alcohol level at or over 0.05 and traffic offences
► Indictable offences – serious offences requiring the accused to be tried before a judge and a jury in a higher court (murder, rape, treason, theft & robbery)
► Indictable offences heard summarily – those serious offences that can be heard by the Magistrates’ court as if they were summary offences (thefts less than $40,000 & some robbery and assaults)
► Summary offences – less serious offences requiring the accused to be tried before a magistrate sitting without a jury (being drunk and disorderly, driving with a blood-alcohol level at or over 0.05 and traffic offences
Homicide
►Meaning of the word 'Homicide'
The word homicide comes from the two Latin words: homo meaning ‘a person’ and cide meaning ‘kill’. Put simply, homicide means the killing of a person by the other. ► Lawful homicide The homicide is lawful if it was: - Required under the law - Use of reasonable force to enforce the law (being killed while resisting arrest) - Killing that is committed in self defence (only used in exceptional cases) - Death caused by accident |
Lesson Plan 4: Crimes against a person
Learning Intention: Students will consolidate their understanding of crimes against a person. Specific focus on Culpable Driving and Assault.
Tasks:
1. What are the three circumstances that allows a driving offense to fall under the Culpable Driving label.
2. Students to complete the 'Apply your understanding' activity questions on Page 78.
3. List the nine actions that fall into the category of assault.
4. Complete 'Apply your understanding' questions on page 80.
5. Complete 'Apply your understanding' questions on page 83.
Learning Intention: Students will consolidate their understanding of crimes against a person. Specific focus on Culpable Driving and Assault.
Tasks:
1. What are the three circumstances that allows a driving offense to fall under the Culpable Driving label.
2. Students to complete the 'Apply your understanding' activity questions on Page 78.
3. List the nine actions that fall into the category of assault.
4. Complete 'Apply your understanding' questions on page 80.
5. Complete 'Apply your understanding' questions on page 83.
Lesson Plan 5: Identifying principles of Murder or Manslaughter
Week 6 - Week Ending 10th March
Learning Intention:
Focus on related defences to crime.
- In particular, instances of where murder can be defended with an excuse.
Success Criteria:
1. Summarise the related defences to a crime
2. Apply your knowledge to various case studies
3. Use your knowledge to judge a current scenario from the media
Focus on related defences to crime.
- In particular, instances of where murder can be defended with an excuse.
Success Criteria:
1. Summarise the related defences to a crime
2. Apply your knowledge to various case studies
3. Use your knowledge to judge a current scenario from the media
Lesson Plan 7: Defences to crimes
Learning Intention: Students will outline the various defences to crimes against a person.
Tasks:
1. Students will be able to identify the various defences against a crime. For example: Self-defence, Defensive homicide, Mental impairment, Duress, Intoxication, Sudden or extraordinary emergency, Necessity, Automatism.
2. Use your textbook to fill out the 'glossary of terms' for the worksheet below.
Learning Intention: Students will outline the various defences to crimes against a person.
Tasks:
1. Students will be able to identify the various defences against a crime. For example: Self-defence, Defensive homicide, Mental impairment, Duress, Intoxication, Sudden or extraordinary emergency, Necessity, Automatism.
2. Use your textbook to fill out the 'glossary of terms' for the worksheet below.
Week 7 - 9th March
Lesson Plan 7: Identifying the facts of a case
Learning Intention: Students will learn how to identify the main attributes in a murder or manslaughter case and fill out a specialized template to report the main facts of a case.
Task:
1. Watch the Unfathomable documentary below (link on the document 'Template and Questions - Unfathomable').
2. Complete the template provided.
3. Answer the questions within the document below.
Learning Intention: Students will learn how to identify the main attributes in a murder or manslaughter case and fill out a specialized template to report the main facts of a case.
Task:
1. Watch the Unfathomable documentary below (link on the document 'Template and Questions - Unfathomable').
2. Complete the template provided.
3. Answer the questions within the document below.
Key Knowledge 3
Crimes against property and related defences
Key Knowledge 4
Trends in crime, sentencing and recidivism