BUS1006 Introduction to Business Law Assessment-3 Assignment Help

BUS1006 Introduction to Business Law Assessment 3: Role Play

Assessment Overview
Weighting	30% of unit total.
Due Date	Week 9-10 during the class.
Assessment Type	Group assessment
Word Count / Length	20 minutes (15 mins for role play + 5 mins for discussion) + 500 words debriefs note
Unit Learning Outcomes	In this assessment, you will be tested on whether you have successfully met the following Unit Learning Outcomes (ULOs): ULO1: Discuss the Australian legal system and the legal context in which businesses operate. ULO2: Explain how Australian laws are created, changed, and applied. ULO3: Identify the laws that relate to establishing legal entities, and to the formulation, operation, and termination of contracts. ULO4: Manage operational recording and reporting management systems. ULO5: Analyse legal issues and problems as they apply to businesses and recommend appropriate courses of action with emphasis on legal precedent.
Submission Type and Required Format	The type of assessment you will be completing is a Role Play. It should include the following: • Face to face presentation like a court proceeding • Analyse the case scenario with specific rules and regulations • Provide arguments and counter arguments from both sides • Judge will provide verdict • 500 words debriefs note to be submitted in the canvas space.
Assessment Details
Assessment Purpose	The purpose of this assessment is • to improve the presentation skills through legal proceeding which they will learn from Week 1-8 topics. • This practise will help students to find out a solution of a legal problem.

• This task involves student’s group in the role play exercise. The aim of role plays is to help them relate a situation to their own professional and personal lives.

• It provides them with a problem-solving situation in which they explore the problem, alternatives available to you and the personal and social

consequences of the proposals.

Assessment

Instructions

In this assessment, you will need to complete the following issues:

• Groups needs to select one of the following situations, analyse the situation, determine who plays what role, decide various aspects of the case, and act out the conclusion. By acting out the role of another individual, it is easier to see others’ points of view, including how other people think and feel and learn from each other interactively.

• Situation 1: A business tenant is alleged to have breached the terms of the lease and asked to vacate the property in four weeks by the landlord. The tenant disagrees and is taking the landlord to court with a view to remaining on the property.

• Situation 2: A group of small business operators from western Sydney are taking the ANZ Bank to court over excessive bank fees.

• Situation 3: An employee alleges unfair dismissal by an employer and is taking the employer to court seeking to be reinstated to the position.

• Groups need to be aware of the following matters:

A. Know the strengths and interests of group members.

B. Make themselves aware of the goals and expectations for each role-play in advance.

C. Act out the role-play as realistically as possible.

Steps

1. Selection of the role play situation: Select one of the situations listed above for the role play.

2. Preparation and warm-up: Get to know each other. As a group, research and analyse the situation or problem and consider how it impacts the different roles. 3. Select participants: Each group will assign a role to each member (or two members to a role if there are more members than roles).

4. Conduct the role play: Act out the role play the way you think someone in the same situation would behave in real life.

5. Debriefs note: Two days after the role play, each group will write a debrief note (approximately 500 words) and submit here. This debriefs note will give you an opportunity for students to analyse the role play and to discuss what happened and why.

Typical debriefing questions include the following:

• How did you feel about the role play and each of the various roles?

• Was the role play realistic?

• How was it similar or different from real life?

• Was the problem solved? If so, how? If not, why not?

• What, if anything, could have been done differently?

• What other outcomes were possible?

• What did you learn from this experience?

Artificial

Intelligence (AI) Use

In this assessment, the use of generative artificial intelligence (AI) tools is NOT PERMITTED. In this assessment, you must NOT use generative artificial intelligence (AI) to generate any materials or content in relation to the assessment task.

This means you are NOT allowed to use any AI tools such as chatbots, text generators, paraphrasers, summariser, or solvers to complete your assessment. You are expected to produce your own work and cite any sources properly.

Engaging with AI tools for this assessment will be treated as a breach of academic integrity. Refer to the Academic Integrity Policy and Procedure for more details.

Other Important Information

Assessment

Resources

It is strongly recommended that you use the following to find academic peer-reviewed sources of information.

• ECA Library catalogue and databases

• Unit Readings (Course Reserves)

[https://ebookcentral.proquest.com/lib/ecahe/detail.action?docID=30750451] For in-text citation and referencing, follow the ECA HE Student Guide to APA 7th Referencing.

Submission

Requirements

• Debriefs note will be 500 words. One student from the group will submit it in the respective canvas space.

Assessment

Support

For academic support or feedback on a draft of your assessment, please email [email protected]

For assistance with finding resources, such as books and journal articles, please email [email protected]

For information and guides on tackling assessments and developing your academic skills, please visit in the ECA Library and Learning Support website:

For queries about this specific assessment task, please contact the Unit Coordinator.

Assessment X Rubric

Criteria (weighted as indicated below)

High Distinction (HD)

85-100

Distinction (D)

75-84

Credit (C)

65-74

Pass (P)

50-64

Fail (F)

0-49

Criteria 1: Organization and Clarity: (50%) How viewpoints and responses are outlined

Presents viewpoints and responses exceptionally clearly, orderly, and

creatively throughout the debate

Presents viewpoints and responses clearly and orderly throughout the debate.

Presents viewpoints and responses clearly in most parts.

Presents viewpoints and responses clearly only in some parts but not

overall.

Lack’s structure and

organisation of

viewpoints and

responses

Criteria 2: Use of

Arguments and counter arguments: (20%) How reasons are given to support viewpoint

All viewpoints are well supported by reasonable evidence and arguments.

Viewpoints are mostly supported by reasonable evidence and arguments.

Many relevant reasons are given to support viewpoints.

Only a few relevant

reasons are given to support viewpoints.

No relevant reasons given

Criteria 3: Use of

Examples and Facts: (10%) How examples and facts are given to support reasons

All reasons are well

supported by relevant examples/facts.

Examples/ facts used to support reasons are mostly relevant.

Many relevant

examples/facts are used to support reasons.

Only a few relevant

examples/facts are used to support reasons.

No relevant supporting examples/facts given

Criteria 4: Presentation Style: (10%) The tone of voice, use of gestures and enthusiasm

Shows excellent

communication skills in using exceptional oral and body language and maintaining constant eye contact. The audience are actively engaged thorough the debate. Visual aids are used

Shows good

communication skills in good engagement with the audience. Visual aids are used extensively and effectively using

effective body language, keeping regular eye

contact, and maintaining

Shows basic

communication skills in using body language, maintaining certain eye contact, and engaging with the audience. Uses regular visual aids.

Shows limited

communication skills in maintaining minimal body language, eye

contact and audience engagement. Minimal visual aids.

Lacks communication skills such as body

language, eye contact and audience

engagement. No visual aids.