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

Towards 2012VCE Australian and Global Politics study designGlobal Politics

2012-2016

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http://www.vcaa.vic.edu.au/

© Victorian Curriculum and Assessment Authority 2011

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Outline of session

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

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 May and June

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

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 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)

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.

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.

Unit 1: The national citizen

Current 2012-2016

Politics, power and people The national citizen

Areas of Study Areas of Study

1. Democracies and Dictatorships 1. Power politics and democracy

2. Leading people 2. Exercising and challenging

power

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


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

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

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?


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.

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

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?

Unit 2: The global citizen

Current 2012-2016

Politics, power and people The global citizen


1. Looking out 1. Global threads

2. The international community 2. Global cooperation and conflict


• 21st century rather than an historical approach• Approaches globalisation from the perspective of

students • Introduces students to forms of global

participation and the roles of global actors• Focuses on international cooperation and conflict• Provides more detail in the Key knowledge dot-

points to make the scope of content clearer NOT to increase workload


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.


• 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 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.


• 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

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)?

Unit 3: Global actors

Current 2012-2016

Global issues and conflicts Global actors


1. Globalisation and Internationalism

1. Global actors

2. Global conflicts 2. Power in the Asia-Pacific region


• Provides a clearer introduction to global politics through focus on key actors – rather than the current study design

• One of the key global actors, the state, is the focus of Power in the Asia- Pacific.

• Global conflicts moved to Unit 4• Far more detail in the Key knowledge dot-points

to support teaching and learning as well as a definition of Asia- Pacific as the focus for Area of study 2


Area of Study 1: Global actors

Outcome 1

Evaluate the power and influence of key global actors in the twenty-first century and assess the extent to which they achieve their aims


• Introduces students to global actors and their aims and objectives, roles, power and influence

• Provides clear focus on particular challenges to states, the institutions of global governance and the power of TNCs

• Allows the use of a range of contemporary examples and issues as contexts in which to teach the key knowledge


Area of Study 2: Power in the Asia-Pacific

region

Outcome 2

Analyse and evaluate types and forms of power as used by a specific Asia-Pacific state in the region in pursuit of its national interest


• Expands student knowledge of the role and power of the state

• Uses one state in the Asia-Pacific from Australia, China, Indonesia, Japan, USA

• Focus is power within the region – and the Asia- Pacific Region is defined

• Key knowledge for each state is defined

Unit 3 : Questions?

Unit 4: Global challenges

Current 2012-2016

International relations Global Challenges


1. Power in the Asia-Pacific region

1. Ethical issues and debates

2. Australian foreign policy 2. Crises and responses


• Australian Foreign Policy no longer separate Area of study

• Asia-Pacific to Unit 3• Broader focus from terrorism in the current study• Covers two areas: the notion of an international

society through the consideration of ethical debates within two ethical issues AND Global crises and the responses to these.

• New issues in Unit 4: People movement, Development, Arms control and disarmament, Economic instability


Area of Study 1: Ethical issues and debates

Outcome 1

Analyse two global political issues from a range of perspectives and evaluate the effectiveness of global actors’ responses to these issues


Introduces students to issues from a range of perspectives and asks them to evaluate the effectiveness of responses: TWO of

• Human rights• People movement• Development, focussing on poverty and inequality• Arms control and disarmament

Scope of the debates is specified


Area of Study 2: Crises and responses

Outcome 2

Explain the characteristics of two contemporary global crises and evaluate the effectiveness of responses to these


•Introduces students to the characteristics of two contemporary global crises from: environmental degradation, intra-and interstate conflict, state and non-state terrorism, economic instability•Asks students to evaluate the effectiveness of responses and solutions •Aims to get students to understand the challenges facing global actors in dealing with global crises

GP Unit 4 activity (10 minutes)

• Look at the Key knowledge for either area of study

• Share some current examples and case studies that could be used to teach Unit 4

• Provide feedback to the group

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

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

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

GP- Assessment Unit 3

Outcomes Marks Allocated

Assessment tasks

Outcome 1 Evaluate the power and influence of key global actors in the twenty-first century and assess the extent to which they achieve their aims.

50

Outcome 2 Analyse and evaluate types and forms of power as used by a specific Asia-Pacific state in the region in pursuit of its national interest.

50

Total Marks 100

For each outcome select one or more of the following: • a multimedia presentation • a case study • an essay • a report • a test • structured questions • short-answer questions • an extended response.

*School-assessed Coursework for Unit 3 contributes 25 per cent.

GP- Assessment Unit 4Outcomes Marks

Allocated Assessment tasks

Outcome 1 Analyse two global political issues from a range of perspectives and evaluate the effectiveness of global actors’ responses to these issues.

50

Outcome 2 Explain the characteristics of two contemporary global crises and evaluate the effectiveness of responses to these.

50

Total Marks 100

For each outcome select one or more of the following: • a multimedia presentation • a case study • an essay • a report • a test • structured questions • short-answer questions • an extended response.

*School-assessed Coursework for Unit 3 contributes 25 per cent.

Assessment Units 3 & 4

S/NSatisfactory completion of unit is based on whether the student has demonstrated achievement of all specified outcomes

Contribution to Study Score

Unit 3 School-assessed coursework

25%

Unit 4 School-assessed coursework

25%

Examination – end of year

50%

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.

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.

Thanks to AGP presenters:

• Paul Gilby• Anna- Louise Simpson• Gregory Sturges• Rod Wise

Contact Details

Pat HincksCurriculum Manager: Humanities and Social Sciences

Victorian Curriculum and Assessment Authority(VCAA)

Ph: (03) 9651 4439Mobile: 0400 831 [email protected]

Documents

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