Tag: NSW

 What relevance does Hickman have to local government and planning law in Australia?How and when in the legal process the above procedures come into play

LOCAL GOVERNMENT LAW

Consider Bushfire Survivors for Climate Action Inc v Environmental Protection Authority [2021] NSWLEC 92

Outline the:

Relevant facts
Issue(s)
Relevant Finding(s)
Decision
Relevance to planning law in NSW.

Consider Peabody Pastoral Holdings Pty Ltd v Mid-Western Regional Council [2013] NSWLEC 86

Outline the:
Relevant facts
Issue(s)
Decision
Relevance to planning law in NSW

Consider Queanbeyan City Council v ACTEW Corporation Ltd [2011] HCA 40
Outline the:

a) Relevant facts
b) Issue(s)
c) Decision

What the numerous interventions indicate. [10 marks] The Hickman Principle

With regard to the Hickman Principle or Hickman Approach (Hickman):

What is the common law origin of this?

What are the key elements?[5 marks]

What relevance does Hickman have to local government and planning law in Australia?

Identify as examples at least two statutory references

[5 marks]

[15 marks] Consider:

Alison Ziller, The New South Wales Joint Expert Report Policy – reflections of an SIA practitioner (2016) 21 LGLJ 149
ABC Radio National, Law Report, Hot tubbing, 5 May 2009,
http://www.abc.net.au/radionational/programs/lawreport/hot-tubbing/3137260#transcript

Outline what is a ‘doorstop SIA’
Students need to identify:

The statutory basis for ‘SIA’

The reason for the use of ‘doorstop’[1.5 marks]

What is a ‘JERP’[1.5 marks]

What is ‘hot tubbing’[2.0 marks]

Critically evaluate the use of JERPS and hot tubbing in assisting the NSWLEC to resolve planning disputes
Students need to identify:

How and when in the legal process the above procedures come into play

The advantages and disadvantages of these procedures
[10 marks]

Analyse the Stage 6 Syllabus for your teaching area and discuss how the unit of work aligns with your own professional beliefs about the curriculum and addresses the learning needs of adolescent senior students.

Unit planning

Unit of Work – 1. Use the Stage 6 Syllabus for your teaching area and create an engaging unit of work for Year 11 (4-6 weeks in duration).

2. In the unit of work, ensure you meet the learning needs of senior students, target relevant knowledge and skills outcomes, apply assessment for learning principles, differentiate the learning for diverse students and address important general capabilities such as literacy, numeracy and ICT.

3. Create three original professional resources you would use in the program (e.g. scaffolds, sources, teaching models, expositions, inquiry strategies).

PART B: Critical Discussion – Analyse the Stage 6 Syllabus for your teaching area and discuss how the unit of work aligns with your own professional beliefs about the curriculum and addresses the learning needs of adolescent senior students.

In this critical discussion, consider the curriculum intent of the syllabus and how you as a teacher enact this.

You may include discussion on how you address motivation and engagement issues for senior students; socio-cultural learning theory about adolescent learning and pedagogic theories that relate to your teaching area, and the intent of the syllabus/curriculum area.

Note: The unit of work and resources should be equivalent to 1000 words and the critical discussion should be 1000 words.

Assignments will be assessed on how these documents address the criteria: – Constructs a unit of work that is professional, engaging and

creative showing knowledge of the relevant Stage 6 Syllabus and appropriate pedagogy for the curriculum area.

Presents a range of strategies, resources and approaches that show understanding of socio-cultural and cognitive aspects of Stage 6 learners.

Caters for ICT, numeracy, literacy, diverse linguistic and cultural identity and where relevant incorporates relevant perspectives.

Presents a critical discussion about the intent of the syllabus and the pedagogic choices made to engage, cater for and support Stage 6 learners using a broad range of literature and discipline based scholarship.

Presents work professionally, with clear academic writing and within the word limit.

Resources: Stage 6 NSW Syllabus in your Teaching Area.