Your guide to delivering engaging presentations for secondary school students

Welcome to our Schools Program

Victoria Law Foundation has been at the forefront of helping Victorians understand the law and their legal system for over forty years. The success of the foundation’s programs relies on the willingness of members of the legal sector to make time to present at schools, speak to students and share their legal knowledge. This tradition continues to this day. The foundation offers a range of education programs focused on VCE Legal Studies students located across Victoria. The programs connect members of the legal sector with schools to participate in our two-day Law Talks Intensive program, the more intimate class-focused Classroom Law Talks program and our Metropolitan Law Talks program. We have prepared this booklet to help you develop your presentation. If you have suggestions on how it can be improved, or on anything else we can do to assist, please do not hesitate to contact the foundation’s Education Manager. We thank you for your interest in this program and look forward to your involvement. Joh Kirby Executive Director

About Victoria Law Foundation

Established in 1967, Victoria Law Foundation is an independent statutory body established in 1967 under the Legal Profession Practice Act 1967 and now governed by the Victoria Law Foundation Act 2009. Throughout our history we have played a leading role in the delivery of programs that improve the quality of Victoria’s legal system and Victorians’ understanding of the law and their legal system. We actively work with other members of the legal, publishing, education and grants sectors – building relationships, sharing knowledge and learning from others. We deliver our services through three main programs: publications, education and grants. The foundation’s programs focus on three main audience groups: the community, school students and the profession.

Community

Our community-focused program aims to educate more Victorians about the law and legal system. This is achieved through a range of strategies. We develop high quality legal information on popular legal topics and civics education, and provide one point of access through the Everyday-Law website – which provides Victorians with reliable, easy-to-understand legal information in one spot. We also deliver a stimulating events program to engage the public, the highlight of which is Law Week held in May each year. This work is supported by our Grants Program, which in 2015/16 will provide $200,000 in grants to support projects that expand the Law Week program of events and for legal information projects.

School students

Our program for school students is designed to encourage them to take a life-long interest in the law. This is achieved by delivering dynamic and interactive educational programs to VCE Legal Studies students across Victoria. We also support teachers by connecting them, through our online ‘Teacher resources’ section on our website, with the best VCE Legal Studies and VELS material produced by the sector.

Profession

Our program for the profession aims to educate its members about the importance of communication in their role. This is achieved through improving the profession’s knowledge of how to communicate with the public, by providing one point of access to information on plain language resources through the ‘Better information’ section of our website, and by delivering initiatives that improve the quality of online legal information. For more information about our work and what we do, visit our website: www.victorialawfoundation.org.au

Schools education

Established in 2006, our Schools Program focuses on secondary students throughout Victoria. Our aim is to deliver tailored programs to VCE Legal Studies students as well as support for Legal Studies and Civics and Citizenship teachers. Our schools education program consists of a range of educational publications, the ‘Teacher Resources’ database on our website and two Law Talks programs.

Law Talks Intensive

Law Talks Intensive is an interactive program that offers regional and rural Year 11 and Year 12 students the opportunity to hear from a range of presenters discussing topics relevant to the VCE Legal Studies curriculum. Each day runs for the full school day and, where possible, involves a visit to the local court. All schools in the region are invited to attend. Past speakers have included judges and magistrates, as well as representatives from statutory bodies, law firms and community legal centres.

Metropolitan Law Talks

Metropolitan Law Talks is a one-day program that brings the law to life for Year 12 VCE Legal Studies students. The program includes a range of dynamic presentations delivered by senior members of the judiciary, practitioners and leaders of key legal bodies. The presentations relate directly to the Legal Studies curriculum, and there is a session on how to succeed with Legal Studies assessment tasks and the exam. Schools from across the metropolitan region are invited to participate, with early registration opportunities for schools with an Index of Community Socio Educational Advantage (ICSEA) ranking below 100.

Classroom Law Talks

Classroom Law Talks connects members of the judiciary and the Victorian Bar with schools throughout regional and rural Victoria. Classroom Law Talks is more tailored than Law Talks Intensive, with presenters usually only speaking to one class. With smaller numbers, Classroom Law Talks provides an opportunity for greater interaction between students and the presenter, and the opportunity to visit a local court. As with Law Talks Intensive, the focus of the program is the VCE Legal Studies curriculum. Presentation topics can be determined through agreement with the teacher and presenter.

Being a presenter

Our school programs are all about breaking down barriers and engaging students to take a life-long interest in the law. As members of the legal sector, presenters have the opportunity to bring the law to life by sharing their experiences and knowledge. To increase opportunities for students, the foundation coordinates all visits, connecting the sector with schools and students.

Being a Law Talks Intensive or Metropolitan Law Talks presenter

As a Law Talks Intensive or Metropolitan Law Talks presenter you will have been asked to present on a particular topic or subject area. However, when you prepare your presentation it’s a good idea to consider the VCE Legal Studies units and how you might relate your presentation to them.

Being a Classroom Law Talks presenter

Classroom Law Talks allows presentations to be more tailored to student needs and interests. As a Classroom Law Talks presenter, you will have the opportunity to contact the teacher and discuss what topics to cover. We can assist you with this information if you are unable to contact the school directly.

About the curriculum

While we do not expect presenters to take on the role of a Legal Studies teacher, it is important that presenters relate their presentations to the curriculum. This is a key factor that schools take into account when considering whether to include external programs at their school. The VCE Legal Studies Study Design sets out the scope of each of the four Legal Studies units. Units 1 and 2 are usually taught at Year 11, and units 3 and 4 at Year 12.

Unit 1 Overview: Criminal law in action – usually Year 11

In unit 1 students examine the need for laws in society. Students investigate the difference between legal and non-legal rules and consider the role of parliament in making laws. Students investigate the key features of criminal law, how it is enforced, criminal sanctions, and the possible outcomes and impacts of crime. Through a consideration of contemporary cases and issues students also learn about different types of crimes, and explore rights and responsibilities under criminal law. Unit 1 also looks at criminal procedure. Students explore the main features and operations of criminal courts and consider the effectiveness of the criminal justice system in achieving justice.

Unit 2 Overview: Issues in civil law – usually Year 11

In unit 2 students examine the rights and responsibilities imposed by civil law. They investigate different areas of civil law and develop an appreciation of the role of civil law in society and how it affects them. The unit also focuses on the resolution of civil disputes using the courts and alternative methods, and the effectiveness of civil remedies. This unit also introduces students to the concept of human rights. Students examine an instance where an individual or group has suffered an abuse of their rights and sought redress through the court system.

Unit 3 Overview: Law-making – usually Year 12

In unit 3 students examine the Australian Constitution and the role of the High Court in its interpretation and enforcement. Students investigate the nature and importance of courts as law-makers and evaluate their effectiveness as law-making bodies. They also investigate the relationship between parliament and the courts.

Unit 4 Overview: Resolution and justice – usually Year 12

In unit 4 students examine the institutions that adjudicate criminal cases and civil disputes. They investigate court processes, alternative methods of dispute resolution, the adversary system of trial, and the role of juries, as well as pre-trial and post-trial procedures. They also assess the effectiveness of the legal system.

Note

Most young people are interested in criminal law. While it is important to respond to this interest, it is also important for students to be exposed to all the topics identified in the VCE Legal Studies curriculum. You can also engage students by sharing real-life examples and personal stories. For more detailed information, please refer to the Legal Studies study design available at http://www.vcaa.vic.edu.au/Pages/vce/studies/legalstudies/legalindex.aspx Please let us know if you would like us to forward to you a hardcopy version of the Legal Studies curriculum.

Speaking with students

Our school programs draw on presenters with different levels of experience in speaking to students. This section provides some hints on how to ensure your students get the most out of your presentation.

Prior to your presentation

Prior to your presentation, you should know:

how many students will be attending your presentation

what units the students are studying currently

whether there are any areas the teacher would like addressed

whether the students are undertaking an assessment task relevant to the content of your presentation.

It is also a good idea to ask for any questions or tasks that students will be expected to complete during or after the talk. Also, let the foundation or teacher know as early as possible if you need any particular equipment.

Speaking style

Taking care with your speaking style can greatly improve the impact of your presentation. Consider the following:

Vary your tone of voice – and make eye contact with your audience.

Don’t always stand in the one spot – move around from time to time, even among your audience.

Sit in a circle – if presenting to a small class, sit in a circle with the students. This will enhance engagement.

Presentation hints

The following hints will give your presentation more impact.

Don’t make it too complicated

The students you will be speaking to are at the beginning of their legal learning. Use language appropriate for their age and experience. Avoid legal jargon, but if you need to use legal terms explain what they mean.

Structuring your presentation

At the start of your presentation, outline briefly and clearly what you intend to cover. Indicate what you plan to achieve by the end of the session. If you are presenting to a large group, introduce your subject and, after about 10 minutes, involve students by setting a problem and/or asking questions. Remember that students have a relatively short attention span.

Getting the point across

Repeat important points – students may be expected to take notes, so be prepared to repeat important points. If your presentation is in a classroom, write key terms or points on the whiteboard. Use visual resources where appropriate – they help students maintain their attention and support visual learners. PowerPoint – PowerPoint can provide a useful visual component of your presentation. Allow students time to read the text on each page. It is better if you do not simply read what is on each page but make comments after students have had time to absorb the contents. If

you plan to distribute printed copies of the PowerPoint, do so at the end of your presentation to avoid students focusing on the handout rather than listening to your commentary.

Timing

Don’t be afraid of silence – after presenting an idea, students need time to think about the concept for a few moments. Answering your own question too quickly may prevent an interesting discussion from taking place.

Raise your hand… In a large group presentation, questions will usually be answered by students raising their hands. In a classroom presentation, many teachers now employ a rule of ‘no hands up except to ask a question’. The teacher poses a question, and then picks a student at random. If the student indicates that he or she does not wish to engage, then a response from the presenter could be, ‘Okay, I’ll come back to you.’ Afterwards, come back to the student to get him or her to repeat the correct response. This helps to maintain engagement and promotes learning.

Encouraging interaction

Interaction will add to the experience for the presenter as well as the students. Even with a large group, asking questions gets the students involved. With a class, group tasks or role-playing certainly generate engagement. Personal anecdotes and real-life examples – engage students by using appropriate personal anecdotes and real-life examples. Allow the students to see you as a real person. This will enhance your connection with them and make your presentation more effective. Alternatives to questions – if you are presenting to a class group, the quality of discussion is usually enhanced when students are given the opportunity to discuss their responses in pairs or small groups before responding (a technique often called ‘think–pair–share’). Questioning skills – there are several structures that can help frame questions in ways that are more likely to reveal students’ thinking.

Example: Why is negligence an example of tort?

Hot-seat questioning – in hot-seat questioning, the presenter asks a student a question and then a series of follow-up questions to probe the student’s ideas in depth. Other students in the class pay close attention because they know that the presenter can turn from the student in the hot seat to anyone else in the class and say, ‘Okay, summarise for me what Lachlan just said.’ Things to watch out for with questions – avoid ‘Yes’ and ‘No’ answers. Where possible and appropriate, develop your responses and use real examples. Answer a question with a question – but don’t forget to answer the original question. For example, if you are asked about what you think of a current issue in sentencing, you might ask the student what he or she thinks about it. You don’t know the answer – say so, and tell the student you will find the answer and let the teacher know.

Summarising

At the end of your presentation, be sure to summarise the key points that you want students to note and remember.

More information

Travelling to rural and regional Victoria?

If you are travelling to rural and regional Victoria and are interested in presenting to a school in the local area, we can arrange this through Classroom Law Talks. Please contact our Education Manager for more information.

Tell us what you think

The foundation is committed to making our school programs a success. We are interested in your feedback on how we can make the program more successful. Please contact our Education Manager (contact details below).

More information on the curriculum

For more detailed information, please refer to the Legal Studies Study Design available at www.vcaa.vic.edu.au/Pages/vce/studies/legalstudies/legalindex.aspx Please let us know if you would like us to forward you a hardcopy version of the Legal Studies curriculum.

Advice on presenting to students

If you would like to discuss the content of your presentation or how to present to students, please contact our Teacher-in-Residence, David Thomson. David Thomson Teacher-in-Residence Victoria Law Foundation Level 5, 43 Hardware Lane Melbourne VIC 3000 Australia Telephone (03) 9604 8100 Mobile 0411 242 297 Email dthomson@victorialawfoundation.org.au

Contact details for Education Manager

Fabiola Superina Education Manager Victoria Law Foundation Level 5, 43 Hardware Lane Melbourne VIC 3000 Australia Telephone (03) 9604 8100 Facsimile (03) 9602 2449 Direct (03) 9604 8116 Email fsuperina@victorialawfoundation.org.au