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PPL Assessment 2 Group Presentation SP4 2021

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Education (PROF-ED119)

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De La Salle-College of Saint Benilde

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LAWS 1021 PRINCIPLES OF PUBLIC LAW: GROUP PRESENTATION – SP4 2021

OVERVIEW:

This assessment is principally a critical evaluation of a Public Law question delivered in a debate or court

advocacy style audio-visual presentation. It comprises 2 parts: a group av presentation and an individual in-

class 1 minute presentation.

The assessment is worth 25% in total and has 2 components:

1. Group audio-visual presentation (max 7 min duration) – sub-weighting 60% as a joint group mark

 The purpose of the AV presentation is to critically discuss material drawn from topics 1-4 of the course in a debate or mock court appearance.  Each group (max of 4 students) within a seminar class must present on a different question selected from the 12 topic questions set out below.  Each topic is designed to have multiple potential arguments so carefully consider the key arguments you will present to ensure that they are logically structured and supported by authority.  It may not be necessary for each student to speak or appear in the av presentation, but each student is expected to contribute fairly to the completion of this assessment.  The audio-visual recording is to be submitted to LearnOnline by 5pm on Monday 28 June 2021.

2. Individual in-class presentation (1 min) – sub-weighting 40% as an individual mark

 Each individual member will prepare a short 1 minute in-person presentation to the seminar class that engages with the critical discussion.  This is your opportunity to shine! To put your own individual, intellectual imprint on the discussion topic. The thrust of your presentation is therefore your choice, for example you might choose to: reflect on a key finding of your research; provide a critical observation on the issue; critique the continuing relevance and impact of the issue today; or even reflect on the groupwork process itself.  Keep your presentation short, clear and direct. Tip! Aim to leave your audience with 1 key point.  The in-class presentations take place during the Day 5 and 6 seminar classes (due to the number of students it is expected that it will be necessary to deliver the presentations over the 2 days).

COURSE OBJECTIVES:

CO1. Develop an understanding and knowledge of some of the foundational principles of public law, using seminal High Court cases. Understand foundational constitutional principles. (GQ 1,3,5)

CO3. Develop an understanding of some of the more contentious aspects of public law through analysing the relationship between the three arms of government. Express knowledge of key principles of public law through an understanding and explanation of relevant High Court cases. (GQ 1,2,3,4)

CO4. Instil the capacity to read and understand complex judgments. Explain the significance of case law from a legal, social and moral perspective. (GQ 1,2,4,5,6)

ASSESSMENT 2 SUMMARY (WORTH 25% TOTAL):

NAME SUB-WEIGHTING DUE DATE (ADELAIDE TIME) SUBMIT VIA

Group presentation 60% Monday 28 June 2021 5pm Learnonline Individual presentation 40% Day 5 and 6 seminar class In-person

PRESENTATION TOPICS

In your first seminar class you will have the opportunity to:

 select one topic below. You may need to have a back-up choice where students compete for a topic, as only 1 group per topic per seminar class;  select your group to complete the assessment_. Strictly_ a maximum of 4 students per group; and  confirm your topic and group with the seminar leader by email to: sue@unisa.edu.

  1. The so-called ‘Covid-19 National Cabinet’ as a federal response to managing the Covid-19 pandemic in

Australia has demonstrated the best aspects of Australian federalism. Discuss.

SUGGESTED PROCEDURE:

  1. Form your group of max 4 students from your seminar class. Ensure that you exchange email

addresses and/or phone numbers with all group members. Any student who has not joined a group

will be allocated to a group.

  1. Select your preferred topic. Email Sue Milne (sue@unisa.edu) with the full names of each

group member, your Seminar class time, and your preferred choice of topic. Your selected topic will

be confirmed.

  1. Delegate tasks among group members. For example, you may choose to allocate different research

topics to different group members. Ensure that each member has a clear role which contributes to

the final presentation.

  1. Review course content and the materials relevant to your topic to gain an understanding of the

content of your presentation. ( TIP! The course materials and readings on the course website,

including within the ‘Book’ folder will provide you with the information you require to be properly

informed of the relevant issues).

  1. You may conduct research beyond the course content to support your arguments.

  2. Submit your presentation to LeanOnline by 5pm on Monday 28 June 2021. Sue will create links to

each presentation for all students enrolled in the seminar class to access. This means everyone in

your class will have access to the video presentation.

  1. The in-class presentations are conducted the following day – the Day 5 seminar class and may well

spill over into the Day 6 classes.

a. This is your chance to shine and put your own individual stamp on the assessment.

b. The focus of this part of the assessment is on your skills and capacity to present orally.

c. The marking rubric has 2 basic components on this activity:

i. Thoughtful is perhaps the best word to sum up the focus on this aspect. To put your

own individual, intellectual imprint on the discussion topic. The thrust of your

presentation is your choice, for example you might choose to: reflect on a key finding

of your research; provide a critical observation on the issue; critique the continuing

relevance and impact of the issue today; or even reflect on the groupwork process

itself.

ii. and the ‘ performance ’ criteria.

  1. Each group member will receive the same mark for the AV group presentation. This mark makes up

60% of the grade for this assessment; and an individual mark for the in-class presentation (worth

40% of the grade for the assessment.

  1. Please read the marking rubric on the next page.

STRENGTHS OF FEDERALISM

The flexibility of federalism is a strength as it can be seen to be modified to suit both the demands and requirements of certain areas and communities. Embracement through diverse populations within a singular political system, all whilst promoting cultural differences.

Federalism further shows deep Democratic participation in things like dual citizenship. This means that us, in Australia, are both citizens of a nation and state. Allowing us to vote for different political parties at different government levels, all whilst still maintaining a show of strength through being one larger nation.

With freedom allowing citizens and businesses to up and move states if the government service is not adequate where they reside, this means that each state must aim to please their citizens and businesses. This Is in order to keep an ever-improving society that is also keeping up with other states. This is a form of healthy competition that allows for society to progress and develop, seeing not only each state but the nation improve.

As Geoffrey de Q. Walker stated, in his article ‘rediscovering the advantages of federalism on the parliament of australia website; a ‘fail-safe design’ is implemented within federalism. This means acts of extreme, impulsive decisions by the federal government, are cushioned by the nation overall meaning they are no longer subject to the full impact of one governing body’s errors or issues. The fail-safe design can be seen when one subsystem within the federation must respond and repair, when another fails to.

Another strength that can be seen is the national government not becoming oppressive or authoritarian. This is due to the separation of power that is given to constituent entities taking part in the federation.

Potentially one of the biggest advantages of federalism, division of power means preventing one governing body holding all the power aiming to remove any bias. It further initiates cooperation between government levels aiming to offer greater scrutiny of policy.

Cooperative federalism:

A flexible relationship held between the national government, state and territory governments with a sole aim to work on/through a variety of issues and programs together, with power being shared and decisions of the state are equally looked at by the central government (p, Wanna, John).

FEEDBACK AND WEIGHTING – ASSESSMENT RUBRIC

Outstanding performance Exceeds core requirements Meets core requirements Does not meet requirements

Criteria HD/D C P1/P2 F1/F Evidence of engagement with course content and relevant principles of public law. Analysis and explanation of relevant High Court case(s). 20%

Effective engagement with course content and show an independent understanding of key public law principles with reference to High Court case(s) and other supporting authority.

Some engagement with course content with a basic independent understanding of key public law principles and relevant High Court case(s).

Minimal engagement with course content with a limited independent understanding of key public law principles and relevant High Court case(s).

No engagement with course content and a lack of independent understanding of key public law principles and relevant High Court case(s).

Ability to structure arguments for and against the relevant topic. Evidence of analysis and research into different perspectives on the particular issue. 20%

Clearly structured and well- reasoned arguments to explain the points for and against the relevant topic. Detailed analysis and research of different perspectives.

Clearly structured arguments to explain the points for and against the relevant topic. Some analysis and research of different perspectives.

Somewhat structured arguments to discuss the points for and against the relevant topic. Minimal analysis and research of different perspectives.

Poorly structured arguments which fail to explain the points for and against the relevant topic. Lacking analysis and research of different perspectives.

Structure and format of presentation: clearly structured and confidently spoken. 20%

Excellent, logical structure of presentation. Confidently and clearly spoken. Evidence of regular practise with minimal reading

Well structured presentation. Confidently and clearly spoken. Evidence of some practise with minimal reading

Somewhat structured presentation. More confidence and clarity needed in presentation. Poor evidence of practise and excessive reading

Poorly structured presentation. Poorly spoken. No evidence of practise or familiarity with content.

A thoughtful individual critique which clearly explains and delivers the point sought to be communicated. 30%

Critique is clear, thoughtful and insightful.

Critique explains the point with some reflective discussion.

Critique somewhat explains the point. Minimal discussion and thoughtful reflection.

Critique fails to explain and lacks discussion and reflection.

Individual performance: oral skills, demeanour, appropriate language, body language, professionalism 10%

Excellent demonstration of appropriate oral skills and professionalism.

Very good demonstration of appropriate oral skills and professionalism..

Good demonstration of appropriate oral skills and professionalism..

Poor demonstration of appropriate oral skills and professionalism..

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PPL Assessment 2 Group Presentation SP4 2021

Course: Education (PROF-ED119)

269 Documents
Students shared 269 documents in this course

University: De La Salle-College of Saint Benilde

Was this document helpful?
LAWS 1021 PRINCIPLES OF PUBLIC LAW: GROUP PRESENTATION – SP4 2021
OVERVIEW:
This assessment is principally a critical evaluation of a Public Law question delivered in a debate or court
advocacy style audio-visual presentation. It comprises 2 parts: a group av presentation and an individual in-
class 1 minute presentation.
The assessment is worth 25% in total and has 2 components:
1. Group audio-visual presentation (max 7 min duration) – sub-weighting 60% as a joint group mark
The purpose of the AV presentation is to critically discuss material drawn from topics 1-4 of
the course in a debate or mock court appearance.
Each group (max of 4 students) within a seminar class must present on a different question
selected from the 12 topic questions set out below.
Each topic is designed to have multiple potential arguments so carefully consider the key
arguments you will present to ensure that they are logically structured and supported by
authority.
It may not be necessary for each student to speak or appear in the av presentation, but each
student is expected to contribute fairly to the completion of this assessment.
The audio-visual recording is to be submitted to LearnOnline by 5pm on Monday 28 June
2021.
2. Individual in-class presentation (1 min) – sub-weighting 40% as an individual mark
Each individual member will prepare a short 1 minute in-person presentation to the seminar
class that engages with the critical discussion.
This is your opportunity to shine! To put your own individual, intellectual imprint on the
discussion topic. The thrust of your presentation is therefore your choice, for example you
might choose to: reflect on a key finding of your research; provide a critical observation on
the issue; critique the continuing relevance and impact of the issue today; or even reflect on
the groupwork process itself.
Keep your presentation short, clear and direct. Tip! Aim to leave your audience with 1 key
point.
The in-class presentations take place during the Day 5 and 6 seminar classes (due to the
number of students it is expected that it will be necessary to deliver the presentations over
the 2 days).
COURSE OBJECTIVES:
CO1. Develop an understanding and knowledge of some of the foundational principles of public law, using
seminal High Court cases. Understand foundational constitutional principles. (GQ 1,3,5)
CO3. Develop an understanding of some of the more contentious aspects of public law through analysing the
relationship between the three arms of government. Express knowledge of key principles of public law
through an understanding and explanation of relevant High Court cases. (GQ 1,2,3,4)
CO4. Instil the capacity to read and understand complex judgments. Explain the significance of case law from
a legal, social and moral perspective. (GQ 1,2,4,5,6)
1

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