Target: distinguish Commonwealth/state exclusive, concurrent and residual powers from the three arms of government. Prepare: Card D and three arms.
- Launch · 2 min. Show “judicial = state; legislative = Commonwealth.” Ask what two classification systems that sentence wrongly mixes.
- Model · 4 min. Draw two axes. Across: Parliament/executive/courts. Down: Commonwealth and states under constitutional power allocation. Give PEO examples: Commonwealth public service as exclusive; state public schooling as residual; some environmental/marriage/tax law-making as concurrent. Section 109 is about inconsistent valid laws, not every different policy.
- Guided reading · 5 min. Students classify four statements from Card D and state a caveat: a topic label alone does not decide every actual law's validity.
- Practice route · 7 min. Select Day 6 route. Make one correct comparison on each axis and explain why an invented Harbourlight bill cannot establish Australian jurisdiction.
- Audit · 4 min. Swap axes with a peer; spot an unsupported “all education law is state law” generalisation. Keep the example bounded to public-school operation.
- Exit · 3 min. “Can the same legal issue involve Commonwealth and state authority?” Key: yes; concurrent fields exist and actual power/source require checking.