LAW 2519 - Native Title Internship Programme
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code LAW 2519 Course Native Title Internship Programme Coordinating Unit Adelaide Law School Term Semester 1 Level Undergraduate Law (LLB) Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites LAW 1506 or LAW 1511 Restrictions Available to LLB students only Quota By selection only - selected students will have secured an Aurora Project Native Title Internship Course Description The course allows students completing internships with native title representative bodies and other organisations which deal with native title in Australia or Indigenous law and policy for a period of four to six weeks to complete an academic course which complements their internship experience. The internship enables students to build on their understanding of native title law or Indigenous law and policy by gaining an appreciation of its practical operation. The associated elective course aims to give depth and context to student's existing knowledge of native title law and Indigenous law and policy.
In the elective course students will be asked to complete an agreed research task under the supervision of the course coordinator. That research task might involve research into a specific aspect of native title law or procedure or Indigenous law and policy. The precise research topic will be negotiated individually between each student and the course coordinator, and will build on the work the student completes with their host organisation. It is expected that students will also be involved in the day-to-day activities of their host organisation and gain a broad understanding of how such organisations operate.
Assessment would typically include: a reflection on the work completed during the internship (15%), a research proposal and annotated bibliography (15%), and substantial research paper (70%).
Course Coordinator: Ms Anne Hewitt
The full timetable of all activities for this course can be accessed from Course Planner.This course does not have any formal classes. While students are not required to attend structured classes it is expected that students will be in regular contact with the course coordinator during the semester in which they undertake the course, in order to discuss the course assignments, negotiate an appropriate topic for the research assignment which is the major component of the course assessment, and to monitor the ongoing progress of research in the course.
Course Learning OutcomesOn successful completion of the course students will be able to:
1. Use research skills to interrogate primary and secondary legal material in a substantial supervised research project. Analyse, evaluate and synthesise complex legal information relevant to native title law and/or other laws affecting Indigenous peoples.
2. Demonstrate the cognitive skills to analyse, evaluate, and synthesise information from a wide variety of sources and experiences so as to identify and address as appropriate legal and related issues.
3. Work effectively individually to structure a complex and convincing written argument.
4. Exercise professional judgment and engage with ethical professional standards relevant to research.
5. Demonstrate a commitment to the highest standards of ethical and professional behaviour. Develop an understanding of social and cultural diversity, and sensitivity of the operation of the law and legal structures in that context, particularly as relevant to Indigenous
peoples and critically engage with laws as they affect Indigenous peoples.
6. Reflect on the importance of cultural and personal background as a subject of the law, and use reflection and feedback to drive improvement in research and writing skills.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThere are no required resources for this course.
Recommended ResourcesStudents may find the following reference texts of use:
Sean Brennan, Megan Davis, Brendan Edgeworth and Leon Terrill (eds) Native Title from Mabo to Akiba: A Vehicle for Change and Empowerment? 2015
Paul Havemann (ed), Indigenous Peoples’ Rights 1999
Heather McRae et al, Indigenous Legal Issues Commentary and Materials 4th edition 2009
Melissa Perry and Stephen Lloyd, Australian Native Title Law 2003
Richard Bartlett, Native Title in Australia (3rd ed) 2014
Justin Healey (ed), Native Title and Land Rights 2007
David Ritter, Contesting Native Title 2009
Lisa Strelein, Compromised Jurisprudence - Native Title Cases Since Mabo (2nd ed) 2009
Lisa Strelein (ed) Dialogue about Land Justice: Papers from the National Native Title Conferences 2010
Jessica Weir (ed), Country, Native Title and Ecology 2012 available at http://epress.anu.edu.au/titles/aboriginal-history-monographs/country-native-title-and-ecology-2
Toni Bauman and Lydia Glick (eds) The Limits of Change: Mabo and Native Title 20 Years On 2012
There are also a number of websites which provide useful information. You may wish to consider:
Australian Federal Government Attorney General: Provides information on Native title, claims & negotions, reform and other related information
National Native Title Tribunal: a Federal Government organisation which assists people to resolve native title issues. Includes full text of their newsletters, Talking Native Title and Native Title Hot Spots
Native Title Research Unit: AIATSIS
Online LearningCourse materials and assignment instructions will be made available on MyUni.
All students are expected to check MyUni regularly to keep up to date with announcements during the semester.
Learning & Teaching Activities
Learning & Teaching ModesThis course is run in an unusual format. Student will undertake a full time internship (4-6 weeks) over the summer or winter holiday period. These internships are usually organised by the Aurora Project, and will be with a Native Title Representative Body (NTRBs), Native Title Service Provider (NTSPs) or Indigenous policy or other organisation. Beginning during and following after that internship students will complete a number of assessment tasks associated with this elective course.
More information about the Aurora Project Native Title Internships can be found at http://www.auroraproject.com.au/LegalInternships.htm.
In addition to the completion of an Aurora Project internship, students undertaking this course will be required to submit 3 pieces of written work, including a major research assignment completed under the supvervision of the course coordinator.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.While there are no formal classes, students should expect to dedicate an average of 12 hours a week to completing the requirements of this course.
Learning Activities SummaryThere are no scheduled learning activities for this course. Instead, each student will be involved in regular one-on-one discussions with the course-coordinator during the semester regarding their individual research projects.
Specific Course RequirementsSuccessful completion of an Aurora Project Native Title internship is a pre-requisite to passing this course.
Small Group Discovery ExperienceDuring this course students will work one-on-one with the course supervisor. During the course of their meetings they will:
- discuss the course requirements and assessments
- develop an approved topic for the major research assignment
- engage in supervision of ongoing research.
Throught these meetings and discussions, and the development and progress of an original research project, each student will engage in a small group research discovery experience.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting Task Type Due Dates Redeemable Length Learning Outcome Completion of Aurora Project Internship Pass/fail Individual N/A No 1-6 Work Diary 15% Individual 2.00 pm Thursday week 2 No 700 words max 1-5 Research proposal 15% Individual 2.00pm Thursday week 5 No 1200 words max 1-6 Research essay 70% Individual 2.00pm Thursday week 13 No 5000 words max 1-6
Assessment Related RequirementsStudents must successfully complete a full time Aurora Project Native title Internship of between 4 and 6 weeks in duration (or a part-time internship of a longer duration, usually organised by the Aurora Project and approved by the Course Coordinator). Failure to successfully complete an internship will result in failing the course.
Assessment DetailWork diary (15%)
A work diary which identifies and analyses how the internship has helped develop student’s legal skills, the legal texts and instruments that were relevant to the student’s practice during the internship, the in/efficiency of the legal process with which the student observed or interacted with, and any particular cultural or communication elements which impact on the work of the particular organisation with which the student worked. More detailed instructions on the assessment task will be provided on MyUni.This assignment may not exceed 700 words in length.
Due Date: 2.00 pm Thursday week 2
Research proposal (15%)
A proposal for the research essay. The proposal should be no more than 1200 words, and should include a discussion of the research topic, a preliminary list of research resources, including a description (annotated bibliography) of at least 3 relevant articles, cases or books. The proposal should also include a reflection on the likely research methodology to be employed in the research task.
The essay proposal submitted will be marked for a total of 15% of the student’s grade. Essay proposals will also be separately considered by the course coordinator for approval as the topic which will form the basis of the major research essay component of the assessment. It is student’s responsibility to develop an acceptable research topic. This may require reworking of the submitted essay proposal. Students are encouraged to consider potential research topics and to discuss these topics with the course coordinator (in person, by telephone discussion or via email communication) early in the course, so as to avoid problems later. Students must be aware that not all proposed topics will be approved.
This assignment may not exceed 1200 words in length. More detailed instructions on the assessment task will be provided on MyUni.
Due Date: 2.00 pm Thursday week 5
Research essay (70%)
A research essay on a topic agreed with the course coordinator. The topic must receive approval by email no later than the end of week 7. The research essay will be no more than 5000 words long (excluding title page information and bibliography). Words are calculated including all footnotes or other references and all headings within the text. Quotations and all referencing information are included in the word count.
Because research topics will usually have been discussed with individual students before approval, in practice this will not be an anonymous assessment.
More detailed instructions on the assessment task will be provided on MyUni.
Due Date: 2.00 pm Thursday week 13
- Students must retain a copy of all assignments submitted.
- Late submission penalty – Submission penalties of 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays. Extensions on medical or compassionate grounds will be in accordance with University Policy.
- Word length penalty - assignments which exceed the allocated length will be subject to a penalty of 5% of total marks available per 100 words or part thereof (ie an essay graded 63% will have 5% deducted if it is 5001 words long, for a final grade of 58%, 10% if it is 5101 words long, etc). Words are calculatedincluding all footnotes and headings within the text but excluding cover page information. Quotations and all referencing information are included in the word count.
- Assignments will be required to be submitted electronically. Instructions for submission will be provided with the assignment.
- All written work in the Law school is required to comply with the approved Law School style guide, The Australian Guide to Legal Citation.
- The quality of English expression is considered to be an integral part of the assessment process. Marks may be deducted from assessment because of poor expression, incorrect grammar, typographical errors etc.
- Assessment marks awarded prior to the final results will be displayed on the course website. Students are encouraged to check their marks and notify the course coordinator of any discrepancies.
Assignments will be returned to students within 3 weeks of the due date with written feedback. Students must retain a copy of all assignments submitted.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.Courses for which a result of conceded pass has been obtained may not be presented towards the degree requirements for the Bachelor of Laws or the Honours Degree of Bachelor of Laws programs, or any postgraduate law program, nor to satisfy prerequisite requirements within any law course.
Final results for this course will be made available through Access Adelaide.
Finality of Assessment Grades
Students are advised that Course Coordinators will not enter into negotiations of any kind with any student regarding changes to their grades. It is irrelevant, in any given circumstance, that only a minimal number of additional marks are required to inflate a student’s grade for any individual assessment item or course as a whole. Pursuant to the University’s Assessment for Coursework Programs Policyand the Adelaide Law School Assessment Policies and Procedures, grades may only be varied through the appropriate channels for academic review (such as an official re-mark).
ModerationIn accordance with the University’s Assessment for Coursework Programs Policy, course coordinators ‘ensure that appropriate marking guidelines and cross-marking moderation processes across markers are in place’ in each course. Procedures adopted by Adelaide Law School to ensure consistency of marking in courses with multiple markers include:
- assurance of the qualifications of markers, and their knowledge of the content covered in each course;
- detailed marking guidelines and assessment rubrics to assist in the marking of items of assessment;
- sharing of example marked assessments at various grade bands across markers;
- reviewing of selected marked assessments from each marker by the course coordinator;
- comparison of the marks and their distribution across markers;
- automatic double-marking of all interim assessment receiving a fail grade, and of final assessments where a student’s overall result is a fail grade;
- the availability of re-marking of assessments in accordance with Adelaide Law School’s Assessment Policies and Procedures.
Approval of Results by Board of ExaminersStudents are reminded that all assessment results are subject to approval (and possible moderation/change) by the Law School’s Board of Examiners. Assessment results at the University are not scaled. Under the Assessment for Coursework Programs Policy, students are assessed ‘by reference to their performance against pre-determined criteria and standards … and not by ranking against the performance of the student cohort in the course’. However, under that same policy, the Board of Examiners (as the relevant Assessment Review Committee for courses at Adelaide Law School) is required to ‘ensure comparability of standards and consistency’ in assessment. On occasions, the Board of Examiners will form the view that some moderation is required to ensure the comparability of standards and consistency across courses and years, and accordingly provide fairness to all law students. All assessment results are therefore subject to approval (and possible change) until confirmed by the Board of Examiners and posted on Access Adelaide at the end of each semester.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.As a result of feedback received in previous years, the length of the major research assignment has been increased to 5000 words. The timing for negotiation of the major research project topic has also been amended, to facilitate sufficient time to complete the required research and avoid the examinatiosn period.
In order to avoid duplication of student work, and to assist in promoting the Aurora Project, minor changes have also been made to the first assessment (the work diary).
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Students can participate in the Lex Salus program by attending barbecue lunches, pancake breakfasts, knitting and crochet circles, seminars, guest speakers, conferences and other activities. Our Facebook page, website and regular all-student emails promote upcoming events, and have tips and information on wellness.
Our Lex Salus YouTube channel also includes videos on topics like managing stress, and interviews with LGBTQ lawyers and their supporters which celebrate diversity and individuality. Students who commit to 10 hours of volunteering with Lex Salus in one year can have their service recognised on their academic transcript and through a thank you morning tea with the Chief Justice and law school staff.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Academic dishonesty is a serious matter and is treated as such by the Law School and the University. Academic dishonesty (which goes beyond plagiarism) can be a ground for a refusal by the Supreme Court of South Australia to admit a person to practice as a legal practitioner in South Australia.
Academic honesty is an essential aspect of ethical and honest behaviour, which is central to the practice of the law and an understanding of what it is to be a lawyer.
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