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The National High School Mooting Competition at a glance

  • The competition will be held virtually using a video-conferencing platform. The National Grand Final will be held on campus at Bond University.
  • All teachers, coaches and student participants will need to be available on the date scheduled at the scheduled time to participate in the competition.
  • Teams that have progressed into the National Grand Final will need to be available to travel to Bond University.
  • The Preliminary rounds of the competition will be held over a week.
  • A Mooting Masterclass Webinar will be offered to teachers free of charge.  This Masterclass will focus on the basics of mooting and coaching.
  • A Mooting Masterclass Webinar will be offered to participating students and teachers/coaches highlighting tips on participating in a virtual mooting competition.
  • The competition is open to Year 11 and Year 12 students. Year 10 students may perform the role of Instructing Solicitor.
  • Only one team per school will be accepted to compete. Schools may submit a second team to be placed on a “waitlist” in the event that spaces become available later.
  • The Competition is recommended to participants who are considering law as a career or considering the study of law within a single or combined degree program.
  • The best eight teams nationally, as determined by the judges, will be invited to participate in the Quarterfinals.  The two top-scoring Appellant and two top-scoring Respondent teams will progress to the Semifinals.  The top two teams will compete in the National Grand Final which will be held at Bond University. 

Frequently asked questions

No! Many schools that do not teach Legal Studies participate in this competition. As the area of law that is covered by the problem is small, and can be learnt almost entirely from the prescribed case(s), it is achievable for everyone!

The prescribed case(s) deal with situations that are comparable to the fact scenario in the problem set for the competition. Students should read the prescribed case(s) carefully and compare the factual scenario with that of the facts in the problem. Students should then identify which legal principles were applied by the court in the case(s), and consider whether the same principles, if applied to the facts in the problem, would lead to the same legal outcome.

The first point of departure for any legal argument is the law itself. Students should identify the issue(s) that should be considered by the court, and then identify which legal principles are relevant. The relevant legal principles should then be applied to the facts in the problem. It is often useful, when analysing the law, to look at how legal concepts are defined in legislation or by the courts, and to identify any ‘elements’ that need to be satisfied, or any specific ‘tests’ or ‘thresholds’. Using these, students can then more easily apply the legal principles to the facts. This process also involves identifying similarities between the problem scenario and actual cases, and noting distinctions and the effect of these distinctions.

Generally, it is a good idea to let the team talk through their arguments, even before they write them down. In such discussions, it is useful to ask ‘Why?’. For example – ‘Why is that the appropriate principle?’ Or ‘Why do you think it was (un)reasonable’?

Absolutely! It helps to strengthen your own arguments if you can identify the weaknesses of your case, and the strengths of the opposing case. It may be a useful exercise to set aside some time to consider the arguments for the other side and identify the strengths and weaknesses of the arguments for both sides.