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Towards 2012 VCE Australian and Global Politics study design Australian Politics 2012-2016.

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Presentation on theme: "Towards 2012 VCE Australian and Global Politics study design Australian Politics 2012-2016."— Presentation transcript:

1 Towards 2012 VCE Australian and Global Politics study design Australian Politics

2 © Victorian Curriculum and Assessment Authority 2011
The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority.

3 Outline of session Overview of Review process
Unit 1 & 2 Discussion of key changes Unit 3 & 4 Discussion of key changes Assessment Questions

4 Review process 2009 Consultation with stakeholders in focus groups: feedback informed the terms of reference 2010 Two Review Panels ( Australian Politics and Global Politics) : practising teachers, academics, subject association, Assessment branch, Chief Assessor Consultation draft study design and feedback 2011 Reaccredited study design released (in schools March) Implementation workshops Key points: In the consultation the following main issues were raised: The need to define more clearly the scope of the key knowledge The name of the study – and the reflection of Australian Politics in the title and in Units 1 and 2 In Australian Politics : the need to better order the Areas of study in Unit 3 so that the Australian political system is covered before students are asked to compare with another system In Global politics: The scope of Unit 3 Area of Study 1 – too broad and ill-defined; the need to take Global conflcits beyond terrorism; when and where Australian content should be included

5 The 2012 – 2016 Study Design To be implemented in schools in 2012
Copies of the Study Design have been sent to schools. Also available on the VCAA website (www.vcaa.vic.edu.au) Teachers will be informed via the VCAA Bulletin when the Assessment Handbook is available. Note that this will be published online only. Sample examinations will be prepared and published in early 2012

6 What’s in a name? International Politics changed to Australian and Global Politics. Why? New name reflects the content – both Australian and Global SD in both areas in concerns power and power relationships = Politics Increasing contemporary use of the term ‘global’ to describe phenomena eg GFC, Global people movements etc. Both terms ‘global’ and ‘international’ are used in the SD There is a variety of usage in tertiary institutions (eg Global Politics, Uni of Melbourne, IS is in School of Politics at Monash) One of the issues that both panels dealt was looking the Name of the study. Concerns: International Politics did not reflect the content of the study ( Australian content hidden) Change in contemporary usage – International to Global International Studies is Politics – and is situated with Politics in tertiary institutions…)

7 Contemporary Focus All Units of Australian Politics, Unit introductions: VCE Australian Politics is contemporary in focus. While the focus of this study is the twenty-first century and current events, historical events, examples and illustrations may provide students with contextual understanding and may provide unique examples of the workings of the Australian political system. A new aspect of Australian and Global Politics is the explicit reference in the introductions to the use of content which is current and contemporary. In Australian politics there will be plenty of examples from what is going on currently to cover most of the key knowledge dot-points on the workings of the Australian Political system and in policy areas. The only ‘historical’ content might be for unique examples such as the 1975 dismissal

8 Contemporary Focus All units of Global Politics, Unit introductions, This unit is concerned with contemporary issues and events. While these may have antecedents in issues and events before the twenty-first century that students need to understand to contextualise contemporary global situations, focus needs to be on the twenty-first century when choosing particular examples and case studies. Again all Global Politics units contain an instruction to focus on what is current and to use historical material only where current examples need contextualising.

9 Unit 1: The national citizen
Current Politics, power and people The national citizen Areas of Study 1. Democracies and Dictatorships 1. Power politics and democracy 2. Leading people 2. Exercising and challenging power 9

10 Unit 1: Broad changes An opportunity to consider the nature of politics and power in a broader context Strong focus on Australian content and providing a better background to Units 3 and 4 Australian Politics than the current study design Far more detail in the Key knowledge dot-points to make the scope of the content clearer for teachers – NOT to increase workload. Strong focus on contemporary Australian democracy – rather than to provide a theoretical/ institutional course in politics

11 Unit 1: The national citizen
Area of Study 1: Power, politics and democracy Outcome 1 Describe and analyse the nature and purpose of politics and power in a broad sense and in the context of contemporary Australian democracy 11

12 Unit 1: Area of Study 1 Introduces students to the broad nature of politics and the use and types of power Recognition that politics and power can be exercised in non-formal settings - uses students own knowledge of power in their everyday lives Encourages students to reflect on their views and opinions in relation to current issues Introduces students to broad features of democracy in Australia and the ways that young people can be involved

13 Unit 1 AoS 1: Activity: 5 – 10 minutes
Power and Responsibility ‘Elite sportspeople such as AFL footballers occupy positions of power, and hence must accept the responsibility that goes with that power.’ ‘I disagree. They are entertainers, not politicians. Provided they don’t break the law, they can do whatever they like in their private lives.’ What do you think?

14 Unit 1: The national citizen
Area of Study 2: Exercising and challenging power Outcome 2 explain why people seek political power, and the major political ideologies that influence political involvement and political movements.

15 Unit 1: Area of study 2 Covers: Motivations for political involvement
Leadership styles Political ideologies Political movements Provides opportunities for students to look at contemporary case studies of leaders/ political movements/ and links between ideologies and actions

16 Unit 1 AoS 2: Activity ( 10 minutes)
Left, Right or Centre? Devise a series (5-8) questions designed to determine a person’s attitude or opinion on a series of political/social/economic/cultural issues. Pose those questions to the person next to you. Does that assist in determining their political ideology?

17 Unit 2: The global citizen
Current Politics, power and people The global citizen Areas of Study Looking out 1. Global threads 2. The international community 2. Global cooperation and conflict 17

18 Unit 2: Broad changes 21st century rather than an historical approach
Approaches globalisation from the perspective of students Introduces students to forms of global participation Focuses on international cooperation and conflict and the roles of global actors Provides more detail in the Key knowledge dot-points to make the scope of content clearer NOT to increase workload Unit 2 contains two areas of study: Area of study 1 broadly covers the global social, economic and political interconnections of the 21st century. The focus of this area of study are the ways that individuals may interact and participate globally Area of study 2 introduces students to more formal global actors and how they deal with issues of cooperation and conflict. How is it different from the current study design? Area of Study 1 is more student friendly in that it introduces the dimensions of globalisation from the perspective of students themselves as well as introducing them to forms of global participation. Students and teachers can explore a huge range of social, economic and political examples , which might range from the Make Poverty History campaign to Facebook to Wikileaks to McDonalds. A n historical awareness of international relations is no longer required. Area of Study 2 has a similar focus to the current study design except that it centres on international cooperation and conflict and how it is managed by the international community. In doings so, this area of study provides sound scaffolding for students going on to study unit 3&4 Global Politics. More detail is provided in the Key Knowledge dot-points. This is to make the scope of the content clearer for teachers rather than increase the workload. Focus for both Areas of Study is the contemporary 21st century, although an appreciation of events previous to this may need discussion, such as Kyoto Protocol when looking at the environment.

19 Unit 2: The global citizen
Area of Study 1: Global Threads Outcome 1 Identify the ways in which the lives of citizens in the twenty-first century are interconnected globally. 19

20 Unit 2: Area of study 1 Focus on political, economic and social threads which connect citizens in the twenty-first century Allows students to start with ‘threads’ which are familiar to them and be introduced to others Allows exploration of a huge range of examples (Facebook, WikiLeaks, McDonalds) Explores the notion of ‘global citizenship’ and key concepts associated with globalisation Area of study 1: Overview…. This area of study Introduces students to the ways in which citizens interact and connect , investigates the impact of international organisations and the concept of the global citizen. Uses students personal experiences of global threads through considering their familiarity with social mediums such as Facebook and Twitter, economic actors such as eBay, McDonalds and global political movements such as Make Poverty History. Their contact with NGOs such as Red Cross and Amnesty International provide excellent springboards to investigate the impact of NGOs. Aims to get students to consider current and emerging global threads that are being played out as the course is being taught Asks students to consider the notion of global citizenship responsibility through identifying situations in which citizens assume global responsibilities Is centred around the concept of globalisation ,how it plays out in the real-world and its impact

21 Unit 2: The global citizen
Area of Study 2: Global cooperation and conflict Outcome 2 Describe and analyse the extent to which the international community is cohesive, and whether it can effectively manage cooperation, conflict and instability in relation to selected case studies.

22 Unit 2: Area of study 2 Centres on international cooperation and conflict and how it is managed by the international community Allows for case study focus of cooperation and conflict Case studies include environment, refugees, war, genocide and organised crime Introduces students to more formal global actors such as the United Nations, particular states, NGOs and TNCs Allows for study of a range of case studies which illustrate the ways that the international community works and the ways it cooperates and respond to conflict.

23 Activity: Global citizenship ( 10 minutes)
How are you a global citizen? Describe three of your current roles as a global citizen ( eg shopping on eBay) How could you use these experiences in an assessment task for Unit 2 ( eg a poster or YouTube)?

24 Unit 3: Evaluating Australian democracy
Current Democracy in the making Evaluating Australian Democracy Areas of Study 1. Washington to Canberra 1. Australian Democracy 2. Continuity and change 2. Australian Democracy in perspective

25 Unit 3: Broad changes Reverses the Areas of study in the current design – consultation found this more logical Far more detail in the Key knowledge dot-points to support teaching and learning NOT to increase the workload Introduces other political systems for comparison rather than the USA alone

26 Unit 3: Evaluating Australian democracy
Area of Study 1: Australian Democracy Outcome 1 Describe and analyse key aspects of democratic theory and practice, and evaluate the strengths and weaknesses of the Australian political system

27 Unit 3: Area of study 1 Covers: Values and principles of democracy
Democracy in practice The Australian Electoral System The Australian Parliament The Australian Constitution – with a narrower focus than the current study - on rights and freedoms Challenges facing Australian democracy More specific key knowledge to support teaching and learning sequence NOT to increase workload Basically this is a much clearer re-write of the current Unit 3 Area of study 2. Feedback from consultation indicated that teachers found it more logical to teach the Australian Political system before embarking on another political system.

28 Unit 3 AoS 1 – Activity (10 minutes)
Snapshot of Australian democracy Discuss and feedback to the group: Two indications that Aust democracy is getting stronger Two indications that Aust democracy is getting weaker.

29 Unit 3: Evaluating Australian democracy
Area of Study 2: Outcome 2 Critically compare the political system of Australia with one other democracy, and evaluate an aspect of the political system that Australia might adopt to strengthen its democracy.

30 Unit 3: Evaluating Australian democracy
Compares features of the political system of Australia with one of: USA, UK, Germany, India Focus is on the democratic strengths and weaknesses - and what aspects of another system might be adopted by Australia Covers: electoral system, legislative branch, protection of democratic rights and freedoms, political leadership, parties. An aspect that Australia might adopt to strengthen its democracy

31 Unit 3: Area of study 2: Questions

32 Unit 4: Australian public policy
Current The challenge of power Australian public policy Areas of Study People and policy 1. Domestic policy 2. Contemporary foreign policy 2. Foreign Policy .

33 Unit 4: Broad changes Largely similar to the current study design BUT
More detail in the Key knowledge to unpack both areas of study

34 Unit 4: Australian public policy
Area of Study 1: Domestic policy Outcome 1 Explain how Australian federal domestic public policy is formulated and implemented, analyse the factors which affect these processes, and critically evaluate a selected contemporary domestic policy issue

35 Unit 4, Area of study 1: Domestic policy
The nature of domestic public policy formulation and implementation The complexities of domestic policy making in a democracy; particularly complexities concerned with politics and elections The range of influences on policy-making The extent of success in formulating and implementing public policy Study of a specific, contemporary domestic policy issue

36 Unit 4 AoS 1 Activity (10 minutes)
Evaluating the success of Indigenous policy How can the success of Australian indigenous policy be determined? Assuming it is less than successful, what factors might be responsible? How might these factors be overcome?

37 Unit 4: Australian public policy
Area of Study 2: Foreign Policy Outcome 2 Describe, analyse and discuss the nature, objectives and instruments of contemporary Australian foreign policy, and the challenges facing Australian foreign policy

38 Unit 4, Area of Study 2: Foreign Policy
Covers : The nature of AFP ( including difference between domestic policy and foreign policy) Key objectives of AFP Key instruments of AFP Key challenges facing AFP

39 Unit 4, AoS 2: Activity (10 minutes)
Australia's national interests are no longer simply shaped by our regional strategic geography while our region remains critical, we are now also profoundly shaped by political, economic and social developments around the globe; and our analysis and our diplomacy must, as a result, be directed both to our neighbourhood and to the world. Foreign Minister, Kevin Rudd, March How might Australia’s national interests be directly affected by the ‘Arab awakening’ in North Africa, and the Middle East?

40 Advice to teachers/ Resources
NOT MANDATED. However: Provides a range of advice on the study Examples of issues and case studies Sample teaching and learning activities Examples of detailed learning activities Week by week plans for units Resources Online from the study page

41 Assessment Units 1 and 2 Satisfactory completion of a unit is based on whether a student has demonstrated achievement of all of the specified outcomes Assessment is school-based and teacher assessed Be guided by the Key knowledge and Key skills when developing learning activities Assessment tasks should be part of the teaching and learning program

42 Assessment Units 1 and 2 Assessment tasks should be completed mainly in class Select a variety of assessment tasks to provide for different learning styles Select tasks from the lists on pages 15 – 16 and 20 of the study design The number of tasks is up to the school – the purpose is to allow students to demonstrate the outcome Point out the list in the study design Talk about some of the tasks that you as a teacher would use to allow students to demonstrate the outcomes….

43 AP- Assessment Unit 3 What kinds/ how many assessments might you use?

44 AP- Assessment Unit 4

45 Assessment Units 3 & 4 S/N Satisfactory completion of unit is based on whether the student has demonstrated achievement of all specified outcomes Contribution to Study Score

46 Assessment Units 3 & 4 School-assessed coursework
Teacher set and assessed and reported to VCAA See Assessment Handbook for advice on assessment tasks and performance descriptors Range of assessment tasks available Part of the regular teaching and learning program, and completed mainly in class within a limited time frame SACs may be audited by VCAA. In relation to SACs may be audited by the VCAA: In the first year of teaching a new study design, there will a higher level of auditing of SACs carried out by the VCAA. This is to ensure that the study design is being taught in the way it is intended to be taught Teachers are required to submit the task given to students and the assessment rubric they used. ( Assessment rubrics should be based on the performance descriptors in the Assessment handbook…. Not compulsory but advisory….

47 Assessment Units 3 & 4 Examinations
Sample examination will be published in 2012 Format and structure still to be decided As is the case at present, the examination will be of two hours duration.

48 Thanks to AGP presenters:
Paul Gilby Anna- Louise Simpson Gregory Sturges Rod Wise

49 Contact Details Pat Hincks
Curriculum Manager: Humanities and Social Sciences Victorian Curriculum and Assessment Authority (VCAA) Ph: (03) Mobile:


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