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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 2009Consultation with stakeholders in focus groups: feedback informed the terms of reference 2010Two Review Panels ( Australian Politics and Global Politics) : practising teachers, academics, subject association, Assessment branch, Chief Assessor Consultation draft study design and feedback 2011Reaccredited study design released (in schools March) Implementation workshops

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)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 Whats 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 )

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.

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.

9 Unit 1: The national citizen Current Politics, power and peopleThe national citizen Areas of Study 1. Democracies and Dictatorships1. Power politics and democracy 2. Leading people2. Exercising and challenging power

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

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 dont 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 persons 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 peopleThe global citizen Areas of Study 1.Looking out 1. Global threads 2. The international community2. Global cooperation and conflict

18 Unit 2: Broad changes 21 st 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

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.

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

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

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 makingEvaluating Australian Democracy Areas of Study 1. Washington to Canberra1. Australian Democracy 2. Continuity and change2. 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

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 powerAustralian public policy Areas of Study 1.People and policy1. Domestic policy 2. Contemporary foreign policy2. 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 Australias 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

43 AP- Assessment Unit 3

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.

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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