- Class Number 9398
- Term Code 2960
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Amy Begley
- Amy Begley
- Class Dates
- Class Start Date 22/07/2019
- Class End Date 25/10/2019
- Census Date 31/08/2019
- Last Date to Enrol 29/07/2019
The course aims include to:
• Encourage, promote and validate student aspirations to promote access to justice and equality before the law specifically in relation to Indigenous people,
• Encourage students to critically consider the effect of the law and is delivery of social justice to Indigenous people.
The course provides clinical placement at the Aboriginal Legal Service (NSW/ACT) for 10 students each semester. Attendance requirements include an orientation workshop, onsite participation as a pair on one day a week, participation in weekly tutorials (reviewing relevant substantive areas of law and legal and social issues relating to Indigenous legal 'issues', Indigenous 'perspectives' and Indigenous 'knowledge'.) Assessment requirements: onsite assessment, tutorial participation and preparation & presentation of a written project.
Upon successful completion, students will have the knowledge and skills to:Upon successful conclusion of this capstone course, students should be able to:
- Identify, plan, manage and execute a substantive and original written research project addressing a complex problem, and do so independently, and to a high professional standard appropriate to the professional setting.
- Demonstrate persuasive and inclusive written and oral communications skills appropriate to specialist and non-specialist audiences, and a given professional setting.
- Integrate and apply multiple areas of legal knowledge, skills and professional values gained throughout the JD program.
- Recognise and apply JD graduate attributes such as, but not limited to: an extended understanding of recent developments in law and its practice; high level research skills; high level conceptualisation; the ability to generate and evaluate complex ideas; legal technical and communication skills; a reflective and ethical approach, and high level personal autonomy and accountability.
- Reflect on and review key elements of a growing professional and ethical identity by, for example, naming and debating specific interests, interpersonal skills, emotional intelligence, and career motivations and aspirations.
- Describe and critique how advanced knowledge and skills acquired through the study of law relate to a legal practice setting, assisting individual clients and working for social justice.
- Recognise and apply improved practical legal skills particularly relating to work routines, professional conduct rules, ethical practice, communication with a variety of audiences, interviewing, writing, and legal research principles and methods.
- Summarise and apply an advanced and coherent body of substantive legal knowledge about Indigenous justice.
- Describe and distinguish a variety of social issues of justice, power and disadvantage for Indigenous people, and to critically analyse entrenched issues of injustice in the legal system.
- Describe and critique a range of legal practice approaches having regard to the legal needs of individual clients.
- Analyse the predicament of individual clients having regard to the operation of the law and the legal system.
- Describe and critically assess a range of strategies to improve justice / social justice outcomes.
- Identify concrete and achievable ways in which they can promote access to justice and equality before the law.
This course provides students with a unique opportunity to undertake research on an issue that will be of practical use and application to the Aboriginal Legal Service. Students are encouraged to select a research topic that will provide them with a deeper understanding of a legal issue that has arisen during their on-site learning. The course convenor, Amy Begley is a lecturer at the ANU School of Legal Practice. Amy has considerable experience in criminal practice, having previously been a prosecutor at the ACT Director of Public Prosecutions.
In Week 4 of the clinic, we will be visiting a number of agencies that are important to the work of the Aboriginal Legal Service. These visits will be conducted during the regular seminar time. Details (including timetable) will be provided on the course site.
Throughout the course, we will be drawing upon-
This report is available on the Australian Law Reform Commission web site (hyperlinked above). Students are encouraged to download or obtain a hard copy of this report.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to the whole class, to groups, to individuals, focus groups
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
Extensions late submission and penalties - https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties
Penalties for excess word length: https://law.anu.edu.au/current-students/policies-procedures/word-length-and-excess-word-penalties
Distribution of Grades Policy: Effective from Winter Session and Second Semester 2018 (and until further notice), the current Grading Distribution Policy has been suspended pending the development of a new policy. For further information about the interim policy please see: https://law.anu.edu.au/current-students/policies-procedures/grading
Further Information about the Course: is available from the course WATTLE page. Students are required to access the WATTLE site regularly throughout the course for details on weekly classes and any announcements and updates relating to the course.
|Week/Session||Summary of Activities||Assessment|
|1||ANU Week 1 / Clinical Week 1 On-site orientation (23-24 July) No seminar this week|
|2||ANU Week 2 / Clinical Week 2 On-site day + seminar Seminar: Indigenous Experience & Cultural Competency|
|3||ANU Week 3 / Clinical Week 3 On-site day + seminar Seminar: Criminal Law Overview: Indigenous Perspective|
|4||ANU Week 4 / Clinical Week 4 On-site day + site visits (held during regular seminar time) Site visits visiting important agencies relevant to the work of the Aboriginal Legal Service.|
|5||ANU Week 5 / Clinical Week 5 On-site day + seminar Seminar: Bail and Preparing a Bail Application|
|6||ANU Week 6 / Clinical Week 6 On-site day + seminar Seminar: Trials and Trial Preparation Individual student interviews and finalisation of research topic||Assessment 1- Mid-course onsite participation, learning and performance. Assessment 3- Mid-course reflective report Due- 29 August 2019 at 5:00pm|
|7||ANU Break / Clinical Week 7 On-site day No seminar this week|
|8||ANU Break / Clinical Week 8 On-site day + seminar Seminar: Sentencing 1|
|9||ANU Week 7 / Clinical Week 9 On-site day + seminar Seminar: Sentencing 2 + coordination & reflection|
|10||ANU Week 8 / Clinical Week 10 On-site day + seminar Seminar: Child Protection and Child Removal + coordination & reflection|
|11||ANU Week 9 / Clinical Week 11 On-site day + seminar Seminar: Policing Issues + coordination & reflection|
|12||ANU Week 10 / Clinical Week 12 On-site day + seminar Seminar- Coordination & reflection|
|13||ANU Week 11 / Clinical Week 13 On-site day + seminar Seminar- Presentation of research papers||Assessment 4- Presentation of research project. To take place during seminar.|
|14||ANU Week 12 / Clinical Week 14 No on-site day or seminar|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|On-Site Attendance and Participation||25 %||31/10/2019||14/11/2019||2, 3, 4, 7, 8, 11, 12, 13|
|Seminar Attendance and Participation/Interaction||10 %||31/10/2019||14/10/2019||2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13|
|Mid-Course Reflective Report||10 %||29/08/2019||05/09/2019||4, 5, 6, 9, 10, 13|
|Presentation of Research Project||5 %||15/10/2019||22/10/2019||1, 2, 3, 4, 8, 9, 12, 13|
|Research Project||50 %||31/10/2019||14/11/2019||1, 2, 3, 4, 8, 9, 12, 13|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
There are no lectures. Instead, students attend at the ALS for one day per week, and attend weekly seminars including the compulsory two day orientation.
The course runs through the mid-semester break. As highlighted in the Application your availability to attend ALS and the seminars in the mid-semester break is a condition of an offer in the course.
Assessment Task 1
Learning Outcomes: 2, 3, 4, 7, 8, 11, 12, 13
On-Site Attendance and Participation
Details of Task: On-site attendance and participation is critical to the work and aims of the clinic. As such, students must attend and participate in at least 12 weekly onsite sessions between Clinic Week 2 (commencing 29 July) and Clinic Week 14 (commencing 21 October), inclusive. Each on-site session runs weekdays from 9:00am-4:00pm . The weekly student on-site roster is created by the Course Convenor and students must sign the attendance roster at the commencement of each on-site day. Rostering will aim to take student availability and preferences into account. Roster swaps can be negotiated between students, however each swap must be notified to, and approved by the Clinic Supervisor.
Nature of Task: Compulsory. Failure to attend and participate in sufficient on-site days may result in an NCN for the course.
Release Date: Ongoing assessment
Due Date: Ongoing assessment. If a student is unable to attend their scheduled on-site day due to illness or special circumstances, the student must advise the Clinic Supervisor in advance (where possible). Students must negotiate with the Clinic Supervisor to attend the Clinic on an alternative day to 'make up' the missed on-site day. Similarly, if a student's on-site day falls on a public holiday, the student must negotiate with the Clinic Supervisor to attend the Clinic on an alternative day. It is the student's responsibility to ensure that their attendance on the alternative day is recorded.
Estimated Return Date: Students must attend a mid-course mentoring/feedback interview with the Clinic Supervisor and Course Convenor on 28 August 2019. The student must make notes for discussion in relation to their progress in the 'Self Assessment' section of the Onsite Skills Checklist (on the course wattle site) and submit this to the Clinic Supervisor prior to the interview. Formative feedback about the student's on-site participation will be provided during this interview and via email.
Students will be provided with their grade for this assessment item (with feedback) via the Wattle site at the conclusion of the course.
Assessment Criteria: On-site participation is assessed using the assessment criteria set out in the 'On-site Skills Checklist. This contains indicators of good practice, tailored to the work of the Aboriginal Legal Service and course objectives. The checklist contains the following indicators of good practice:
- Initiative with designated tasks- including appropriate balance between the need for initiative against other limitations eg. role and personal limitations.
- Adherence to onsite policy & procedures
- Problem solving skills - analysis of options/actions required
- Identifies potential risks and adopts appropriate risk management strategies
- Reliability & integrity
- Observed boundaries between the role of student and staff in assisting clients
- Professional in dealings with a range of people, including staff, fellow students, other practitioners, government and non-government agencies
- Commitment including attendance & punctuality
- Teamwork and contribution to effective working environment
- Cultural Awareness/Competency – as appropriate
- Approach to the matter – planning and strategy
- Analysis of client issues and identification of relevant law/next steps
- Effective working relationship with clients – rapport, adherence to role and boundaries, sensitivity to client needs
- Work planning & time management – timely completion and meeting deadlines
- Research skills e.g. initiative, efficiency, thoroughness and problem solving
- Legible file notes kept, clear, accurate and succinct write up of interview notes
- Files maintained in compliance with the National Risk Management Guide e.g. all contacts recorded, accurate, detailed, legible file notes kept, file notes and correspondence secured in chronological order
- Written communications (letters, faxes) - appreciating purpose, clarity, layout, plain English, grammar and tone
- Verbal communications (clients / others) – appreciating purpose, appropriateness of language, clarity, negotiating skill
- Appropriate use of precedent material
- Legal submissions e.g. clarity, relevance, accuracy, persuasiveness
- Analysis and reflection:
- Critical reflection on legal practices adopted by ALS
- Critical reflection on issues affecting ALS clients including power imbalances and structural inequalities
- Identification and analysis of professional and ethical issues
- Critical reflection on social justice issues identified from onsite work
Marks will be based on the overall assessment by the Clinic Supervisor, with reference to the checklist above and in conjunction with the Course Convenor. The indicators of good practice are not weighted and will not be marked individually.
Assessment Task 2
Learning Outcomes: 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Seminar Attendance and Participation/Interaction
Details of Task: Seminar participation will be an opportunity for students to demonstrate genuine and critical reflection and engagement with seminar content including contributing examples and insights from the student's onsite experience and skills development. Each seminar covers a specific topic that is relevant to the work and aims of the Aboriginal Legal Service. Students will be required to select one seminar in which they will lead the group discussion.
Students must attend the following:
- Two day orientation (23 and 24 July 2019),
- 9 other seminars, and
- Research paper presentation seminar (Clinic Week 13)
Nature of Task: Compulsory and non-redeemable. Failure to attend and participate (unless extenuating circumstances) will result in a score of '0' for this assessment item.
Release: Ongoing assessment
Due Date: Ongoing assessment
Estimated return date: Students will be provided with their grade for this assessment item (with feedback) via the Wattle site at the conclusion of the course.
- Amount of verbal participation
- Effective verbal communication and delivery (volume, tone, length, precision of language, clarity of expression etc)
- Preparation for class
- Contribution to shared student learning
|Not Satisfactory||Pass||Credit||Distinction||High Distinction|
Amount of verbal participation
Never contributes to class discussion. Never comments, asks or responds to questions.
Limited contribution to class discussion. Rarely comments, asks or responds to questions.
Contributes to some class discussions, provides some comments, asks relevant questions and is able to respond to some questions.
Contributes to many class discussions, asks relevant questions and is able to respond to many questions.
Consistently contributes to discussions in all or nearly all classes. Proactively asks and responds to questions.
Effective verbal communication and delivery (volume, tone, length, precision of language, clarity of expression etc)
Key points re not communicated effectively.
Rarely effectively communicates key points.
Sometimes concisely and effectively communicates key points.
Mostly concisely and effectively communicates key points.
Always concisely and effectively communicates key points.
Preparation for class
Does not demonstrate any familiarity and/or knowledge of class preparation materials.
Limited demonstration of familiarity and/or knowledge of class preparation materials.
Sometimes demonstrates familiarity and/or knowledge of class preparation materials.
Mostly demonstrates familiarity and/or knowledge of class preparation materials.
Demonstrates thorough and detailed preparation for all or nearly all classes.
Contribution to shared student learning
Does not demonstrate willingness to share ideas and learning with others; sharing not evident.
Limited contribution too relevant ideas, concepts and skills.
Voluntarily contributes ideas, concepts and skills. Sometimes assists and encourages others.
Mostly assists and encourages others with their communication and comprehension of ideas, concepts and skills.
Proactively and generously assists and encourages others with their communication and comprehension of ideas, concepts and skills.
Assessment Task 3
Learning Outcomes: 4, 5, 6, 9, 10, 13
Mid-Course Reflective Report
Details of Task: Students will be asked to reflect, in writing, on their experience with the work of the Aboriginal Legal Service and how the student has progressed in their role at the clinic.
Nature of Task: Compulsory and non-redeemable. Failure to complete this task will result in a score of '0' for this assessment item.
Release: 22 July 2019
Due Date: 3:00 pm 29 August April 2019 via Wattle Dropbox the course wattle site. Late submission of this assessment task will be accepted, however penalties will apply.
Word limit: 400 words
Estimated return date: 5 September 2019 via Wattle.
- Quality, depth of analysis and reflection
- Argument and response to question
- Expression and written communication
|Not Satisfactory||Pass||Credit||Distinction||High Distinction|
Expression and written communication
Expression contains many errors; confused and unclear in many places. Main ideas not communicated or poorly communicated.
Expression adequately communicates author’s main ideas. A few significant grammatical errors and/or errors with legal terminology.
Very good expression clearly communicating most of the author’s ideas. No significant errors but occasional minor errors or lack of clarity.
Excellent expression clearly communicating all of the author’s ideas. Rare errors or lack of clarity.
Polished and/or stylish written expression and communication ofideas throughout the paper.
Quality, Depth of Analysis and Reflection
Reflection does not move beyond description of the learning experiences.
The reflection demonstrates a coherent analysis of the experience but analysis lacks depth.
Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but does not achieve consistent depth of analysis.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, or concepts arising in the workplace.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and concepts arising in the workplace.
Analysis is coherent and insightful.
Argument and response to questions
The question was not addressed.
Response on issues not relevant to the question.
Shows a limited understanding of the question.
Provides limited argument and tends to be substantially descriptive using the material to address the question.
Reflection resolves some aspects of the question.
Provides some examples and support for analysis.
Reflection resolves most aspects of the question.
Reflection mostly provides examples and support for analysis.
Reflection addresses and resolves all aspects of the question.
Reflection provides examples and support for a clearly focussed analysis.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4, 8, 9, 12, 13
Presentation of Research Project
Details of Task: Research projects will be delivered as a short 10 minute seminar presentation, and as a written paper (see Assessment 5). Students will present their research paper during the seminar in Clinical Week 13.
Nature of Task: Compulsory and non-redeemable. Failure to complete this task will result in a score of '0' for this assessment item.
Due Date: 15 October 2019 (during seminar). Late submission (without an extension) is not permitted.
Estimated return date: Students will be provided with oral feedback immediately following their presentation. Students will be provided with their grade for this assessment item (with feedback) via the Wattle site at the conclusion of the course.
- Engagement with audience in terms of tone, eye contact, pace and delivery
- Effectiveness of structure of oral presentation
- Awareness and effective use of time
- Effective communication of research topic, purpose of research/application to the work of the Aboriginal Legal Service and clear conclusion(s)
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4, 8, 9, 12, 13
Details of Task: The topic for students' Research Project is determined by the students, in consultation with the Course Convenor (Amy Begley) and Clinic Supervisor (Dean Rutherford). Projects must relate to legal services for Indigenous people in the ACT, an Indigenous justice issue or the role of the clinic in contributing to ALS’s aims and objectives.
Nature of the task: Compulsory and non-redeemable. Failure to complete this task will result in a score of '0' for this assessment item.
Release: Students may begin work on their research project in Week 1. Students should obtain approval for their topic by Week 6.
Due date: 5 pm 31 October 2019 via Turnitin on the course wattle site. Late submissions (without an extension) are permitted, however late penalties will apply.
Word Limit: 3000 words.
Estimated return date: At course completion via Turnitin
- Breadth and depth of research
- Quality of legal analysis (including recognition of alternative perspectives
- Quality of practical recommendations or resources produced
- Effectiveness of structure
- Clarity of expression
- Typographical accuracy
- Correct use of citations and bibliography
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Evidence Law, Criminal Practice, Community Law Clinics