3 Outline of session Overview of Review process Unit 1 & 2 Discussion of key changesUnit 3 & 4 Discussion of key changesAssessmentQuestions
4 Review process2009Consultation with stakeholders in focus groups: feedback informed the terms of reference2010Two Review Panels ( Australian Politics and Global Politics) : practising teachers, academics, subject association, Assessment branch, Chief AssessorConsultation draft study design and feedback2011Reaccredited study design released (in schools March)Implementation workshopsKey points:In the consultation the following main issues were raised:The need to define more clearly the scope of the key knowledgeThe name of the study – and the reflection of Australian Politics in the title and in Units 1 and 2In 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 systemIn 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 GlobalSD in both areas in concerns power and power relationships = PoliticsIncreasing contemporary use of the term ‘global’ to describe phenomena eg GFC, Global people movements etc.Both terms ‘global’ and ‘international’ are used in the SDThere 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 GlobalInternational Studies is Politics – and is situated with Politics in tertiary institutions…)
7 Contemporary FocusAll 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 FocusAll 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 CurrentPolitics, power and peopleThe national citizenAreas of Study1. Democracies and Dictatorships1. Power politics and democracy2. Leading people2. Exercising and challenging power9
10 Unit 1: Broad changesAn opportunity to consider the nature of politics and power in a broader contextStrong focus on Australian content and providing a better background to Units 3 and 4 Australian Politics than the current study designFar 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 democracy11
12 Unit 1: Area of Study 1Introduces students to the broad nature of politics and the use and types of powerRecognition that politics and power can be exercised in non-formal settings - uses students own knowledge of power in their everyday livesEncourages students to reflect on their views and opinions in relation to current issuesIntroduces 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 powerOutcome 2explain 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 stylesPolitical ideologiesPolitical movementsProvides 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 CurrentPolitics, power and peopleThe global citizenAreas of StudyLooking out1. Global threads2. The international community2. Global cooperation and conflict17
18 Unit 2: Broad changes 21st century rather than an historical approach Approaches globalisation from the perspective of studentsIntroduces students to forms of global participationFocuses on international cooperation and conflict and the roles of global actorsProvides more detail in the Key knowledge dot-points to make the scope of content clearer NOT to increase workloadUnit 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 globallyArea 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 1Focus on political, economic and social threads which connect citizens in the twenty-first centuryAllows students to start with ‘threads’ which are familiar to them and be introduced to othersAllows exploration of a huge range of examples (Facebook, WikiLeaks, McDonalds)Explores the notion of ‘global citizenship’ and key concepts associated with globalisationArea of study 1:Overview…. This area of studyIntroduces 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 taughtAsks students to consider the notion of global citizenship responsibility through identifying situations in which citizens assume global responsibilitiesIs 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 conflictOutcome 2Describe 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 2Centres on international cooperation and conflict and how it is managed by the international communityAllows for case study focus of cooperation and conflictCase studies include environment, refugees, war, genocide and organised crimeIntroduces students to more formal global actors such as the United Nations, particular states, NGOs and TNCsAllows 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 CurrentDemocracy in the makingEvaluating Australian DemocracyAreas of Study1. Washington to Canberra1. Australian Democracy2. Continuity and change2. Australian Democracy in perspective
25 Unit 3: Broad changesReverses the Areas of study in the current design – consultation found this more logicalFar more detail in the Key knowledge dot-points to support teaching and learning NOT to increase the workloadIntroduces 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 practiceThe Australian Electoral SystemThe Australian ParliamentThe Australian Constitution – with a narrower focus than the current study - on rights and freedomsChallenges facing Australian democracyMore specific key knowledge to support teaching and learning sequence NOT to increase workloadBasically 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 democracyDiscuss and feedback to the group:Two indications that Aust democracy is getting strongerTwo 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, IndiaFocus is on the democratic strengths and weaknesses - and what aspects of another system might be adopted by AustraliaCovers: electoral system, legislative branch, protection of democratic rights and freedoms, political leadership, parties.An aspect that Australia might adopt to strengthen its democracy
32 Unit 4: Australian public policy CurrentThe challenge of powerAustralian public policyAreas of StudyPeople and policy1. Domestic policy2. 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 policyOutcome 1Explain 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 implementationThe complexities of domestic policy making in a democracy; particularly complexities concerned with politics and electionsThe range of influences on policy-makingThe extent of success in formulating and implementing public policyStudy of a specific, contemporary domestic policy issue
36 Unit 4 AoS 1 Activity (10 minutes) Evaluating the success of Indigenous policyHow 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 AFPKey instruments of AFPKey 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 studyExamples of issues and case studiesSample teaching and learning activitiesExamples of detailed learning activitiesWeek by week plans for unitsResourcesOnline from the study page
41 Assessment Units 1 and 2Satisfactory completion of a unit is based on whether a student has demonstrated achievement of all of the specified outcomesAssessment is school-based and teacher assessedBe guided by the Key knowledge and Key skills when developing learning activitiesAssessment tasks should be part of the teaching and learning program
42 Assessment Units 1 and 2Assessment tasks should be completed mainly in classSelect a variety of assessment tasks to provide for different learning stylesSelect tasks from the lists on pages 15 – 16 and 20 of the study designThe number of tasks is up to the school – the purpose is to allow students to demonstrate the outcomePoint out the list in the study designTalk about some of the tasks that you as a teacher would use to allow students to demonstrate the outcomes….
43 AP- Assessment Unit 3What kinds/ how many assessments might you use?
45 Assessment Units 3 & 4S/NSatisfactory completion of unit is based on whether the student has demonstrated achievement of all specified outcomesContribution to Study Score
46 Assessment Units 3 & 4 School-assessed coursework Teacher set and assessed and reported to VCAASee Assessment Handbook for advice on assessment tasks and performance descriptorsRange of assessment tasks availablePart of the regular teaching and learning program, and completed mainly in class within a limited time frameSACs 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 taughtTeachers 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 2012Format and structure still to be decidedAs is the case at present, the examination will be of two hours duration.
48 Thanks to AGP presenters: Paul GilbyAnna- Louise SimpsonGregory SturgesRod Wise
49 Contact Details Pat Hincks Curriculum Manager: Humanities and Social SciencesVictorian Curriculum and Assessment Authority(VCAA)Ph: (03)Mobile:
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