JUS402B

1. JUS402B COLLEGE FOR LAW AND JUSTICE ADMINISTRATION PTY LTD Communicate with clients on justice related issues

2. UNIT DESCRIPTION This unit covers the knowledge and skills required to communicate with internal and external clients in order to provide them with oral and/or written advice relevant to justice-related information. This includes applying justice-related knowledge to a wide range of contexts. V1

3. Online unit guide • JUS402B Communicate with clients on justice related issues Topic One: Law-making Process Topic Two: Communication Topic Three: Branches of the Justice System Topic Four: Parties in the Justice System Topic Five: Providing advice on justice related support agencies V1

4. Online unit guide - Assessments • JUS402B Communicate with clients on justice related issues Assessment Task 1: Written Fact Sheet and Audio Recording – Separation of Powers and Law Making Assessment Task 2: Audio Recording and Written Memo – Drug Court Assessment Task 3: Written Research Report and Audio Recording – Justice Agency (DV). V1

5. How do I study this unit? • Read through the ‘Online Unit Guide’ • Access the relevant readings through the online Unit Guide – read and take notes • Understand separation of powers and law making process • Understand specialist courts – Drug Court • Select and research justice agency • Ensure you have a microphone attached to your computer – recording software is available inside online unit guide V1

6. ASSESSMENT TASKS Assessment 1 - Fact Sheet • Read and understand the separation of powers and law making process • Prepare a fact sheet describing this information. • It should be accurate and informative. • Remember the target audience is High School students • See example Fact Sheet in online unit guide for structure V1

7. ASSESSMENT TASKS Assessment 2 - Memo • For this task the audio recording comes first • Then, prepare a memo to your OIC about the interaction. • Need to understand Drug Court for this task. • Demonstrate an understanding of a specialist court • Demonstrate a good level of empathy for the ‘client’ • There is a College template for you to use V1

8. ASSESSMENT TASKS Assessment 3 - Research Report • Locate a community based agency or local government agency that participates in the criminal justice system in accordance with the scenario (DV based) • Acquire information about the agency in accordance with the questions provided in the report template. • Transcribe your information into report format and submit. • Gathering information from the internet or alternative source is sufficient as many agencies will be too busy to speak with you • There is a College template for you to use V1

9. FINDING A JUSTICE RELATED SUPPORT AGENCY See page 51 in the online unit guide for web link to find a service. V1

10. ASSESSMENT TASKS Role plays • You are required to participate in three audio (online) role plays explaining (1) separation of powers and law making process (2) Drug Court (3) justice related agency (DV)– EACH OF THESE TOPICS HAVE READINGS INSIDE ONLINE UNIT GUIDE – put in own words and record answer • Follow the assessment instructions for each role play when planning answer • You must have a microphone attached to your computer and submit audio responses for each role play • Free audio recorder is available to download in the online unit guide V1

11. TOPIC ONE:LAW-MAKING PROCESS V1

12. TOPIC ONE: LAW-MAKING PROCESS • TheFederal,State,andLocalGovernmentallinstitutethemakingoflaws,by-lawsandregulations. • Parliamentmakesandchangeslaws;Governmentcaninitiatethemakingof‘rules’toregulatethoselaws. • Judiciary also participates in the law making process through the development of common law and the interpretation of statute that creates precedent. V1

13. TOPIC ONE: LAW-MAKING PROCESS Separationofpowers • Distributionofpowerandauthorityamong: Judicial Legislative Executive Provide real life examples on separation V1

14. TOPIC TWO:COMMUNICATION V1

15. TOPIC TWO:FORMS OF COMMUNICATION Communication is classified into three forms: • Verbal communication. • Nonverbal. • Graphic. • Activity - can you detect deception? V1

16. CHANNEL Television, telephone, speaking, writing, computer SENDER Self-concept Family Culture Skills Feelings Attitudes Values RECEIVER Self-concept Family Culture Skills Feelings Attitudes Values MESSAGE INTERFERENCE FEEDBACK CONTEXT Environment, status, time V1July07

17. Intercultural Communication • Different cultural groups have different rules for: • Use of humour and irony • Courtesies in speech, such as when to say ‘please’, ‘thank you’ or ‘excuse me’ • Themeaningof‘yes’and‘no’ • Rulesofpoliteness–whocanspeaktowhom,andwhocanbeginaconversation • Dress • Deferencetoothers • Drinkingalcohol • Useoftime Students to provide examples V1July07

18. Phonetic Alphabet Activity: • List the phonetic alphabet on the board and discuss. • Student to record in their notes V1

19. Strengths and Weaknesses – Self Test Exercise • This exercise may be done individually followed by reporting back and group discussion. It allows students to reflect on their understanding of communication in general as well as their own communication. • What does communication mean to you? • In what situations do you: • find it very easy to communicate? • have difficulty communicating with others? • What do you consider to be your strengths as a communicator? • In which areas of communication would you like to improve? • Do police communicate differently to the average person – how/why? V1

20. Disturbance - Broadbeach

21. Job - Burnouts

22. Job code and back on - Available

23. Allocating job

24. LOTBKF

25. Job Allocation

26. VKR to 210 – welfare check

27. Intruder Alarm

28. Job Allocation

29. LOTBKF – Stolen Vehicle Discuss Phonetic Alphabet

30. HOWTOSTARTAQUESTION • Understanding enables control • Understanding gives social position • Kipling questions: • What • Why • When • How • Where • Who Discuss from a policing perspective V1

31. SOLVINGPROBLEMS Solvingproblems • “What”,“why”and“how”provideaframeworkforsolvingproblems: • Whatistheproblem? • Whyisithappening? • Howtofixit • Whydiditwork/notwork? • Whatisnext? S.A.R.A • Scan • Analyse • Respond • Assessment V1

32. TOPIC THREE:BRANCHES OF THE JUSTICE SYSTEM V1

33. TOPIC THREE: BRANCHES OF THE JUSTICE SYSTEM Enforcement • Police • Keeppeaceandorderinthecommunity • Privatesecurity?? – advice from the S/Sergeant and security officers in class on security role in justice system • Guardsandcrowdcontrollers • Losspreventionofficers • Fraudprevention V1

34. TOPIC THREE: BRANCHES OF THE JUSTICE SYSTEM Judiciary • Magistracy • FederalMagistrate • StateMagistrate • District,SupremeandFederalCourtjudges • Tribunals V1

35. TOPIC THREE: BRANCHES OF THE JUSTICE SYSTEM Corrections • CustodialCorrections • SecureCustody • OpenCustody • WorkProgram • Community Corrections • ProbationandParoleService • Otheragencies • PrisonIndustries • VocationalTraining V1

36. TOPIC FOUR:PARTIES IN THE JUSTICESYSTEM V1

37. TOPIC FOUR: PARTIES IN THE JUSTICE SYSTEM • PartiesintheJusticeSystem: • Magistrates • Judges • JusticesofthePeaceandCommissionerofDeclarations • Police • Probation and parole • Solicitors • Barristers • Coroner • Legal Aid • Witnesses • Victims • Offenders • Prosecution • Defendant V1

38. TOPIC FIVE: Proving advice on justice related support agencies Covered under assessment 3 (research report) and 3 Role plays V1

39. END OF LESSON There is some great tasks in this unit. Enjoy! V1