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ROSSMOYNE SENIOR HIGH SCHOOL
HUMANITIES AND SOCIAL SCIENCES
POLITICS AND LAW
2016
YEAR 12 ATAR
SYLLABUS
PROGRAM
ASSESSMENTS
COURSE OUTLINE
Name:
________________________________________________
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Rationale
Politics and Law is a critical study of the processes of decision-making concerning society’s collective future. The study of politics examines the structures and processes through which individuals and groups with different interests, beliefs and goals, deliberate and negotiate in order to make choices, respond to changing circumstances and enact laws. The study of law examines the system of laws governing the conduct of the people of a community, society or nation, in response to the need for regularity, consistency and justice based upon collective human experience. Law and politics relate through the judicial, executive and legislative arms of government; together they constitute how societies are governed. Laws generally embody social and political values that usually have a philosophical foundation. Therefore, a close relationship exists between politics and law. The study of Politics and Law contributes to students’ intellectual, social, and ethical development. The course aims to support all students in developing a sense of identity, and a sense of political, legal, cultural and social awareness. The study of Politics and Law can be a valuable background to careers such as law, political advocacy, public administration, community development, teaching, journalism, government and commerce. The Politics and Law course aims to develop knowledge and understanding of the principles, structures, institutions, processes, and practices of political and legal systems, primarily in Australia and where appropriate, other systems. The course challenges students to critically examine the effectiveness of political and legal systems using criteria such as openness, responsiveness and accountability of those systems. The political and legal issues examined in the course are relevant to school, local, state, national and international communities. The skills and values developed in the Politics and Law course aim to allow students to become informed, active and effective participants in the political and legal decisions that affect their lives and the future of their communities at the school, local, state, national and international levels. This course provides students with the opportunity to further their achievement of specific overarching learning outcomes from the Curriculum Framework together with the development of the core-shared values. These are the pursuit of knowledge, commitment to achievement of potential, respect for self, respect for others and social and civic responsibility.
Required Text
‘Power and Governance’ (2nded) - John Willmott
NOTE: It is the student responsibility to purchase the textbook.
Time and completion requirements The notional hours for each unit are 55 class contact hours. Units can be delivered typically in a semester or in a designated time period up to a year depending on the needs of the students. Pairs of units can also be delivered concurrently over a one year period.
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UNIT 3APAL
Unit description The unit description provides the focus for teaching the specific unit content.
The focus for this unit is political and legal power. Students critically examine the roles and powers of the legislative,
executive and judicial branches of government. They consider the influence of individuals, political parties and pressure groups on the lawmaking process of parliament and the courts. The operation of federalism and the balance of power between the Commonwealth and the State governments in Australia is also critically examined. Political and legal issues are used to provide a contemporary context for the course.
Unit content This unit builds on the content covered by the previous units. It is recommended that students studying Stage 3 have completed Stage 2 units.
This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course.
Prescribed learning context The context of this unit is political and legal power, with a focus on Australia’s political and legal system.
Essential to the understanding of political and legal power is the knowledge of responsible government, representative government, separation of powers, division of powers and Westminster conventions.
Political and legal systems legislative, executive and judicial powers with reference to the Commonwealth Constitution (Australia) and with
comparisons to one non-Westminster political and legal system
functions of the commonwealth parliament in theory and in practice including Sections 7, 24, 51, 53, and the decline of parliament thesis
roles and powers of the Governor General including Sections 61, 62, 63, 64, 68, 28 and 57
roles and powers of the Prime Minister, cabinet and the ministry
roles and powers of the opposition and the shadow ministry at the commonwealth level
political mandates in theory and in practice including competing mandates
lawmaking process in parliament and the courts with reference to the influence of:
individuals political parties pressure groups
role and powers of the High Court of Australia including Sections 71, 73, 74, 75, 76
federalism in Australia constitutional powers of state and commonwealth parliaments including exclusive, concurrent and residual
powers, Sections 51, 52, 86, 90, 107 and 109 financial powers of the commonwealth parliament including taxation power, Loans Council, tied or special
purpose grants including Sections 51(ii), 86, 87, 90, 92, 96, 105A change in the balance of power since federation, including increasing commonwealth power due to:
o financial powers including vertical fiscal imbalance and horizontal fiscal equalisation, the Grants Commission
o referral of powers Section 51(xxxvii) o COAG o co-operative federalism as opposed to coercive federalism o High Court decisions, external affairs power Section 51 (xxix), corporations power Section 51(xx)
methods of constitutional change: referendums including Section 128 High Court decisions referral of powers unchallenged legislation
methods of judicial interpretation: legalism and activism with reference to at least one common law decision and one constitutional decision.
Political and legal issues at least one reform proposal to change the Commonwealth Constitution (Australia) such as the Republic; reference to
indigenous Australians in the Commonwealth Constitution (Australia); the Senate including Sections 24, 53, 57; a Charter of Rights*
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at least one contemporary issue relating to political power*
at least one contemporary issue relating to legal power*.
* The political and legal issues are best addressed in combination with the relevant content of political and legal systems.
Political and legal research Research centers on the critical examination of the operation and key features of political and legal systems.
Research includes:
identifying, defining, distinguishing, analysing and evaluating principles and terms
describing, discussing, analysing and evaluating the key features of political and legal systems
analysing statute law, common law, political decisions and legal decisions
distinguishing between fact and opinion, theory and practice and formal and informal processes
identifying and evaluating alternative conclusions
identifying or proposing solutions
predicting intended or unintended consequences.
Communication includes:
political and legal formats, terminology and techniques to suit an audience
techniques to explore ideas and construct reasoned arguments
methods to acknowledge and reference sources.
Assessment The four types of assessment in the table below are consistent with the teaching and learning strategies considered to be the most supportive of student achievement of the outcomes in the Politics and Law course. The table provides details of the assessment type, examples of different ways that these assessment types can be applied and the weighting range for each assessment type.
Weighting Stage 3 Type of assessment
20–40%
Investigation
An investigation in Politics and Law can incorporate open-ended or directed research tasks. It involves the reporting of the investigation’s focus, propositions/hypotheses developed, analysis of sources and evidence, and conclusions reached. Sources can include secondary materials, primary sources and direct research through techniques such as surveying and polling.
Formats can include extended formal reports, investigative essays, simulations of political and legal processes (e.g. submissions to parliamentary inquiries), multi media presentations and oral reports.
Suited to the collection of evidence of student achievement of all course outcomes.
20–40%
Explanation
An explanation can respond to a question, proposition, point of debate or concept and can include description, assessment, appraisal, analysis and evaluation. Formats can include, tests, short written responses, extended written responses such as reports and essays, multimedia presentations, oral reports including speeches and simulations of political and legal processes such as mock parliaments and trials.
Suited to the collection of evidence of student achievement of all course outcomes.
20–40%
Source analysis
Sources used can include media reports, commentary, opinion or creative responses to political and legal events or issues. Responses are designed to assess a student’s ability to identify propositions, distinguish between fact and opinion, identify sources and assess impact of bias, assess the relevance and weigh the significance of evidence presented, analyse points of view and evaluate the implications for wider political and legal events and society in general. Resources can include, statistics such as opinion polls and election results, newspapers (reportage, analysis, editorials, letters, opinion columns, cartoons); radio, television, video and film (news, current affairs, documentaries, dramas, political comedy), internet sites, statutes, bills, political speeches and law reports.
Formats can include, short and extended written responses that are completed in test and non-test conditions and oral and multimedia presentations.
Suited to the collection of evidence of student achievement of all course outcomes
20–30%
Examination
The examination comprises a combination of short answers, source analysis and essays.
Suited to the collection of evidence of student achievement of all course outcomes.
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UNIT 3BPAL
Unit description The unit description provides the focus for teaching the specific unit content.
The focus for this unit is rights and governance. Students critically examine the structures, processes and procedures of
accountability in relation to the legislative, executive and judicial branches of government. The protection of rights in Australia and one other country and the ways in which democratic principles can be upheld or undermined in Australia and one other country are also critically examined. Political and legal issues are used to provide a contemporary context for the course.
Unit content This unit builds on the content covered by Unit 3APAL. It is recommended that students studying Stage 3 have completed Stage 2 units.
This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course.
Prescribed learning context The context of this unit is rights and governance, with a focus on Australia’s political and legal system.
Essential to the understanding of rights and governance are the practices of governance including democracy, participation, the rule of law, rights, open government, consensus, effectiveness, accountability, natural justice and equity.
Political and legal systems the accountability of parliament
through elections to the House of Representatives and the Senate through the committee system including the Privileges Committee within the procedures and processes of parliament through judicial review
the accountability of the executive and public servants through collective and individual ministerial responsibility within parliament’s role including Senate Estimates, Standing Committees, Government Inquiries through other methods of accountability including the Commonwealth Auditor General and Royal Commissions through tribunals including the Administrative Appeals Tribunal (AAT) through judicial review
the accountability of the Governor General including ‘the 1975 crisis’
the accountability of the courts through the appeals process through parliamentary scrutiny and legislation through transparent processes and public confidence through the censure and removal of judges
types of rights: civil political economic social cultural
the ways of protecting rights in Australia including constitutional, common law and statutory rights and in one other country
the status of international covenants, protocols and treaties in protecting human rights in Australia
the ways in which Australia and one other country can both uphold and/or undermine democratic principles with reference to: representation popular participation the rule of law judicial independence natural justice exercising of power.
Political and legal issues the experience of one individual or group in the Australian political and legal system*.
* The political and legal issue is best addressed in combination with the relevant content of political and legal systems.
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Political and legal research Research centres on the critical examination of the operation and key features of political and legal systems.
Research includes:
identifying, defining, distinguishing, analysing and evaluating principles and terms
describing, discussing, analysing and evaluating the operation and key features of political and legal systems
analysing statute law, common law, political decisions and legal decisions
distinguishing between fact and opinion, theory and practice and formal and informal processes
identifying and evaluating alternative conclusions
identifying or proposing solutions
predicting intended or unintended consequences.
Communication includes:
political and legal formats, terminology and techniques to suit an audience
techniques to: explore ideas, and construct reasoned arguments
methods to acknowledge and reference sources.
Assessment The four types of assessment in the table below are consistent with the teaching and learning strategies considered to be the most supportive of student achievement of the outcomes in the Politics and Law course. The table provides details of the assessment type, examples of different ways that these assessment types can be applied and the weighting range for each assessment type.
Weighting Stage 3
Type of assessment
20–40%
Investigation
An investigation in Politics and Law can incorporate open-ended or directed research tasks. It involves the reporting of the investigation’s focus, propositions/hypothesises developed, analysis of sources and evidence, and conclusions reached Sources can include secondary materials, primary sources and direct research through techniques such as surveying and polling.
Formats can include extended formal reports, investigative essays, simulations of political and legal processes (e.g. submissions to parliamentary inquiries), multi media presentations and oral reports.
Suited to the collection of evidence of student achievement of all course outcomes.
20–40%
Explanation
An explanation can respond to a question, proposition, point of debate or concept and can include description, assessment, appraisal, analysis and evaluation. Formats can include, short written responses, extended written responses such as reports and essays, multimedia presentations, oral reports including speeches and simulations of political and legal processes such as mock parliaments and trials.
Suited to the collection of evidence of student achievement of all course outcomes.
20–40%
Source analysis
Sources used can include media reports, commentary, opinion or creative responses to political and legal events or issues. Responses are designed to assess a student’s ability to identify propositions, distinguish between fact and opinion, identify sources and assess impact of bias, assess the relevance and weigh the significance of evidence presented, analyse points of view and evaluate the implications for wider political and legal events and society in general. Resources can include, statistics such as opinion polls and election results, newspapers (reportage, analysis, editorials, letters, opinion columns, cartoons); radio, television, video and film (news, current affairs, documentaries, dramas, political comedy), internet sites, statutes, bills, political speeches and law reports.
Formats can include, short and extended written responses that are completed in test and non-test conditions and oral and multimedia presentations.
Suited to the collection of evidence of student achievement of all course outcomes
20–30%
Examination
The examination comprises a combination of short answers, source analysis and essays.
Suited to the collection of evidence of student achievement of all course outcomes.
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Grade Descriptors
A Synthesises information and presents a reasoned, balanced and coherent argument about political and legal power or rights and governance.
Provides extensive and detailed descriptions and explanations of political and legal power or rights and governance.
Utilises comprehensive and relevant examples to support explanations.
Communicates effectively and appropriately by using relevant political and legal terminology.
B Presents a mostly reasoned, balanced and coherent argument about political and legal power or rights and governance.
Provides detailed descriptions and explanations of political and legal power or rights and governance.
Utilises relevant examples to support explanations.
Communicates using consistently relevant political and legal terminology.
C Presents an argument with some reason, balance and cohesion about political and legal power or rights and governance.
Provides general descriptions and explanations of political and legal power or rights and governance.
Utilises mostly relevant examples to support explanations.
Communicates by using mostly relevant political and legal terminology.
D Presents statements, rather than a reasoned, balanced and coherent argument, about political and legal power or rights and governance.
Provides limited descriptions and explanations of political and legal power or rights and governance.
Utilises limited relevant examples to support explanations.
Communicates using limited relevant political and legal terminology.
E Makes minimal statements and provides no reasoned, balanced and coherent argument about political and legal power or rights and governance.
Provides little or no description and explanation of political and legal power or rights and governance.
Utilises very few or no relevant examples that support explanations.
Communicates using minimal or no political and legal terminology.
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Politics and Law Examination design brief
Stage 3 Time allowed Reading time before commencing work: ten minutes Working time for paper: three hours Permissible items Standard items: pens (blue/black preferred), pencils (including coloured), sharpener, correction tape/fluid,
eraser, ruler, highlighters Special items: nil Additional information Questions require the candidate to focus on the Australian political and legal system. Some questions require the candidate to also make reference to other political and legal systems. It is expected that candidates will draw on Unit 3APAL content in responding to Unit 3BPAL questions where required.
Section Supporting information
Section One Short response 30% of the total examination
Three questions from a choice of four
Part A: Unit 3A One question from a choice of two
Part B: Unit 3B One question from a choice of two The third response can be chosen from either of the remaining questions in Part A or Part B
Suggested working time: 45 minutes
Each question has three parts. The questions require the candidate to describe, define, discuss, analyse, assess and/or evaluate.
Section Two Source analysis 20% of the total examination
One question from a choice of two
Suggested working time: 35 minutes
There are two document sets. Source material could include information such as opinion polls, election results, legal decisions, posters, photographs and newspaper articles. Cartoons are not included. Each question has an equal number of parts which are of increasing complexity. Parts could refer to:
a term or phrase from the source
issues the source raises
associated principles, structures, institutions, processes and practices
links to political and legal knowledge. The questions require the candidate to interpret, explain, compare, analyse, assess and/or evaluate.
Section Three Extended response 50% of the total examination
Two questions from a choice of four
Part A: Unit 3A One question from a choice of two
Suggested working time: 50 minutes
Part B: Unit 3B One question from a choice of two
Suggested working time: 50 minutes
The questions could require the candidate to describe, discuss, compare, analyse and/or evaluate.
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TEACHING AND LEARNING PROGRAM
SEMESTER ONE
1. Completion and submission of note taking and all assessments is a requirement of this course.
2. Additional materials and resources will be available on Moodle.
WEEKS CONTENT ASSESSMENT REFERENCES
TERM
42015
Weeks
3 -7
26 Oct –
27 Nov
The Basics, What’s in the news?
Assessment structure and writing paragraphs
Definitions – responsible government, representative
government, separation of powers, division of powers,
Westminster conventions, governance, democracy,
participation, rule of law, rights, open government,
consensus, effectiveness, accountability, natural
justice, equity
Separation of Powers – Australia & USA
Legislative, executive and judicial powers with
reference to the Commonwealth Constitution
(Australia) and comparison to one non-Westminster
political and legal system (USA).
Functions of Commonwealth Parliament & Decline of
Parliament Thesis
Explanation: Short Answer
Commonwealth Parliament
(W6) 5%
Chapter 1 pp 8 – 41
The Constitution
USA Constitution
Chapter 2 pp 42 – 79
Constitutional Change
Chapter 3 pp 80 – 105
Federalism
TERM 1
2016
Weeks
1-3
1 – 19
Feb
Weeks
4-6
22 Feb –
11 March
Federalism in Australia
Functions of parliament in theory and practice
including ss 7, 24, 51, 53 and the decline of
parliament thesis
Constitutional powers of state and commonwealth
parliaments including exclusive, concurrent, and
residual – ss 51, 52, 86, 90, 107, 109
Financial powers of the commonwealth parliament
including taxation, Loans Council, tied or special
purpose grants – ss 51(ii), 86, 87, 90, 92, 96, 105A
Change in the balance of power since federation,
including increasing commonwealth power due to:
o Financial powers including vertical fiscal
imbalance, and horizontal fiscal equalisation, the
Grants Commission
Investigation: Research
Australia vs USA
(W2) 5%
Investigation: Research
Essay
Australia vs USA
(W2) 7.5%
Source Analysis:
Executive Government
(W6) 5%
Chapter 3 pp 80 – 105
Federalism
Chapter 4 pp 106 – 147
Power and the
Legislature
10
Weeks
4-6
22 Feb –
11 March
o Referral of powers s51(xxxvii)
o COAG
o Co-operative federalism as opposed to coercive
federalism
o High Court decisions, external affairs s51(xxix),
corporations power s51(xx)
Methods of constitutional change
o Referendums including s128
o High Court decisions
o Referral of powers
o Unchallenged legislation
At least one reform proposal to change the
Commonwealth Constitution (Australia) such as the
Republic; reference to Indigenous Australians
Chapter 4 pp 106 – 147
Power and the
Legislature
Chapter 5 pp 154 – 176
Power and the
Executive
Chapter 2 pp 42 – 79
Constitutional Change
Weeks
7–10
14 Mar -
8 Apr
Functions of parliament in theory and practice
including ss 7, 24, 51, 53 and the decline of
parliament thesis
Roles and Powers of the Governor General, PM,
Cabinet and Ministry
Roles and powers of the Governor General including
ss 61, 62, 63, 64, 68, 28, 57
Roles and powers of the Prime Minister, cabinet and
the ministry
Roles and powers of the opposition and the shadow
ministry at the commonwealth level
Political mandates in theory and in practice including
competing mandates
Lawmaking process in parliament with reference to
the influence of individuals
Individuals
Political parties
Pressure groups
At least one contemporary issue relating to political
power Roles and powers of the High Court of Australia
including ss 71, 73, 74, 75, 76
Federalism in Australia
Change in the balance of power since federation,
including increasing commonwealth power due to:
High Court decisions, external affairs s51(xxix),
corporations power s51(xx)
Methods of constitutional change
High Court decisions
Explanation: Essay
Constitutional Change
(W8) 7.5%
Chapter 3 pp 80 – 105
Federalism
Chapter 4 pp 106 - 153
Power and the
Legislature
Chapter 5 pp 154 – 176
Power and the
Executive
Chapter 2 pp 42 – 79
Constitutional Change
Chapter 6 pp 182 – 204
Judicial Power
Chapter 7 pp 215 – 269
Participation and
democracy
SCHOOL BREAK 11th
– 25th
April
TERM 2
Week 1
26 April
Methods of judicial interpretation:
Legalism and activism with reference to at least one
common law decision and one constitutional decision
At least one contemporary issue relating to legal
power
Chapter 7 pp 215 – 269
Participation and
democracy
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Week 2
2 May
ASSESSMENT FREE WEEK
Weeks
3-4
9 - 20
May
Exam 23 May – 3 June
Exam 3A - 10%
Semester One Total Weighting 40 %
TEACHING AND LEARNING PROGRAM – SEMESTER TWO
WEEKS CONTENT ASSESSMENT REFERENCES
TERM 2
Weeks 5 - 6
23 May -
2 June
Revision
definitions – responsible government,
representative government separation of powers,
division of powers, Westminster conventions,
governance, democracy, participation, rule of law,
rights, open government, consensus, effectiveness,
accountability, natural justice, equity)
The Constitution
The accountability of parliament
through elections to the House of Representatives
and the Senate
Source Analysis: Parliament
Accountability 10%
(W6)
Chapter 8 pp 272 – 295
Elections & democratic
accountability
Weeks 7-10
7 June –
1 July
TERM 3
Week 1
19 July
within the procedures and processes of parliament
through the committee system including the
Privileges Committee
through judicial review
The accountability of the executive and public
servants
through collective and individual ministerial
responsibility
within parliament’s role including Senate
Estimates, Standing Committees, Government
Inquiries
through other methods of accountability including
the Commonwealth Auditor General and Royal
Commissions
through tribunals including the Administrative
Appeals Tribunal
The accountability of the Governor General including
‘the 1975 crisis’
The accountability of the courts
through the appeals process
through parliamentary scrutiny and legislation
through transparent processes and public
confidence
through the censure and removal of justices
Explanation: Essay
Executive Accountability
10%
(W10)
Chapter 9 pp 296 – 235
Governance and
Westminster Systems
Chapter 10 pp 336 – 365
Alternative Approaches to
governance
Chapter 10 pp 336 – 365
Alternative Approaches to
governance
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TERM 3
Weeks 2 – 3
25 July -
5 Aug
Types of rights:
civil
political
economic
social
cultural
The status of international covenants, protocols and
treaties in protecting human rights in Australia
Chapter 11 pp 367 – 395
Accountability of the
Courts
Weeks 4 - 6
8 Aug –
26 Aug
The ways of protecting rights in Australia including
constitutional, common law and statutory rights and in
one other country (USA)
The ways in which Australia and one other country
(USA) can uphold or undermine democratic principles
with reference to:
Representation
Popular participation
The rule of law
Judicial independence
Natural justice
Exercising of power
Investigation: Research
Indigenous – Citizenship
and Equity
(W5) 7.5%
Investigation: Research
Essay Indigenous –
Citizenship and Equity
(W5) 10%
Chapter 12 pp 400– 433
Protecting Human Rights
Week 7
29 Aug
The ways in which Australia can uphold and/or
undermine democratic principles with reference to:
Representation
Popular participation
The rule of law
Judicial independence
Natural justice
Exercising of power
The experience of a group in the Australian political
and legal system
Explanation: Short Answer
Democratic Principles
(W7) 7.5%
Chapter 13 pp 434 – 471
Citizenship and Equity
Week 8
5 Sept ASSESSMENT FREE WEEK
Weeks 9-10
12 - 23 Sept Year 12 Exam Week EXAM 3A and 3B (Semester One and Two) – 15%
School Break 24 Sept – 9 Oct Term 4
Weeks 1 - 2
10 Oct – 21
Oct
Revision 3A and 3B
Week 4
31 Oct –23
Nov
WACE Exams
Total Weighting Semester Two 60%
13
Assessment Record – Semester One
Assessment 3A
Date Due
(Week Starting)
Content Assessed
Type of Assessment
Weighting %
Your Mark
Assessment One
T4 13th Nov
Chapter One
Short Answer Test
5
Assessment Two
8th Feb
Chapter Two and Three
Research (Investigation)
5
Assessment Three
8th Feb
Chapter Two and Three
Essay
(Explanation)
7.5
Assessment Four
8th Mar
Chapter Four
Source Analysis Test
5
Assessment
Five
21st Mar
Chapter Five and Six
Essay
(Explanation)
7.5
Assessment
Six – Exam
9th – 20th May
Semester One
Exam
10
Total for 3A
40%
14
Assessment Record – Semester Two
Date Due
(Week Starting)
Content Assessed
Type of Assessment
Weighting %
Your Mark
Assessment
Seven
13th June
Chapter Eight
Source Analysis Test
5
Assessment
Eight
27th June
Chapter Nine and Ten
Essay (Investigation)
20
Assessment Nine
15th Aug
Chapter Eleven
Research
(Investigation)
5
Assessment
Ten
15th Aug
Chapter Twelve
Essay
(Explanation)
10
Assessment
Eleven
29th Aug
Chapter Thirteen
Short Answer Test
5
Assessment
Twelve – Exam
12th – 23rd
September
Semester One and Two
Exam
15
Total for 3B
60%
Assessment Type
Investigation – 30%
Explanation – 25%
Source Analysis – 20%
Exam – 25%
15
Politics and Law Stage 3A/B
Course and Assessment Matrix
SEMESTER 1 Assessment Marks / Percentage Student’s Raw Score Student’s Scaled Score
Explanation – Short Answer Commonwealth Parliament
(Week 6, Term 4)
10 marks
Scaled to mark out of 20 5% of 3A/B Politics & Law
/10
/20
Investigation – Research USA vs Australia (Week 2, Term 1)
20 marks Scaled to mark out of 20
5% of 3A/B Politics & Law
/20
/20
Investigation – Research Essay
USA vs Australia (Week 2, Term 1)
25 marks
Scaled to mark out of 40 7.5% of 3A/B Politics & Law
/25
/40
Source Analysis
Executive Government (Week 6, Term 1)
20 marks
Scaled to mark out of 40 5% of 3A/B Politics & Law
/20
/40
Explanation – Essay
Constitutional Change (Week 8, Term 1)
25 marks
Scaled to mark out of 20 7.5% of 3A/B Politics & Law
/25
/20
Semester 1 Examination Unit 3A Politics and Law
(Week 3-4, Term 2)
100 marks
Scaled to mark out of 40 10% of 3A/B Politics & Law
/100
/40
SEMESTER 2
Assessment Marks / Percentage Student’s Raw Score Student’s Scaled Score
Source Analysis
Parliamentary Accountability (Week 6, Term 2)
20 marks
Scaled to mark out of 40 10% of 3A/B Politics & Law
/20
/40
Explanation – Essay
Executive Accountability (Week 10, Term 2)
25 marks
Scaled to mark out of 40 10% of 3A/B Politics & Law
/25
/40
Investigation – Research
Indigenous- Citizenship and Equity (Week 5, Term 3)
20 marks
Scaled to mark out of 20 5% of 3A/B Politics & Law
/20
/20
Investigation – Research Essay
Indigenous- Citizenship and Equity (Week 5, Term 3)
25 marks
Scaled to mark out of 40 10% of 3A/B Politics & Law
/25
/40
Explanation – Short Answer
Democratic Principles (Week 7, Term 3)
10 marks
Scaled to mark out of 20 5% of 3A/B Politics & Law
/10
/20
Semester 2 Examination Units 3A/B Politics & Law
(Week 9-10, Term 3) 12 – 23 Sept
100 marks
Scaled to mark out of 60 15% of 3A/B Politics & Law
/100
/60
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STUDY TIPS 101
Preparing for Exams It is important to revise thoroughly for examinations. Trying to cram everything into a week is not really recommended! Here are a number of steps
recommended for preparing for exams.
PLAN YOUR TIME
CAREFULLY
Plan your time carefully. You should create a revision timetable and stick to it.
USE SIMPLE GOAL
SETTING
TECHNIQUES
Use simple goal setting techniques. Do not focus on studying the entire course. Give each day a
different topic on which you would focus.
CLOCK ON AND OFF Set yourself a target study time per day (e.g. two hours a day) and then clock on and off. It is
surprising how much you can do in short 10-20 minute bursts. If you are not learning anything, stop,
do something else and come back later. This way when you reach your time target you can relax with
an easy conscience, knowing you have done your quota for the day.
USE THE SYLLABUS
DOT POINTS
Ensure that you have an understanding of the key syllabus objectives. Check out the list at the start of
each topic. The separate bullet points in the syllabus can be easily converted into useful revision
questions.
KEEP REWRITING
AND REFINING
YOUR NOTES
Organise you notes into key sections. Rewrite and redraft your notes, cutting down what you write
each time. Each time you rewrite the material you will learn and better understand more of it. By the
time you get close to the exam the material you need to remember will be of quite manageable
portions. MEMORY TECHNIQUES Work out ways of remembering key lists of information and practice them.
USE PAST PAPERS Make extensive use of past papers. There are only so many questions that can be set on the syllabus!
Work out, as you plan your answer, how the marks are likely to be awarded. Practice writing some
answers to questions in past papers within the actual time limits for the examination.
PICK TOPICS Focus your revision on topics you like and those that have not been in examinations for some time.
While the examiners might call your bluff and set a similar question two years in a row, it is more
likely that the questions will focus on different aspects of the topic.
17
STUDY TIPS 101
Tackling Exams
Having done some study, it would be a pity to throw marks away because of poor preparation and technique in the actual
examination. Regurgitating the subject matter is not enough. You will have to practice and re-practice frequently.
+ + =
ANSWER THE
QUESTION
It is vital to read the question paper carefully and to ensure that you do what is required of you. You
must answer the question that has been set, not the question you hoped would be set.
CHECK WHAT THE
EXAMINER WANTS
YOU TO DO
Look at the first word of the question. Outline means only a quick mention and example while
describe means give more information. Don’t just list points without explanation.
USE ‘SEE’
PARAGRAPHS
Write in short, logically ordered paragraphs. One key point a paragraph is enough. To fully make a
point use the SEE approach (S = state the point, E = explain the point, E = give an example)
DON’T RUSH INTO
WRITING
Resist the desire to start writing as soon as possible. A few minutes spent planning your answer will
pay dividends as the examination progresses. Too many candidates start writing when they are still
thinking about their answers. This results in several meaningless sentences and a tendency for
repetition.
QUALITY NOT
QUANTITY
Remember it is the quality, not the quantity of your answers that is important. A few well made
relevant points will score more marks than a page of ‘off-the-point’ padding.
USE KEY WORDS
AND LANGUAGE
The markers will have some key words or phrases in the back of their minds when they are reading
your answers. Try to build these into your answers.
GET THE TIMING
RIGHT
Work out a time line for the exam and be aware of the suggested timing as described by the
examiners for each section. Be sure to leave time for planning of your essays!
Know the
subject
matter
Revise
regularly and
systematically
Practice
examination
technique
MORE CHANCE
OF SUCCESS!
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STUDY TIPS 101
Interpreting Questions (1)
Account Account for: state reasons for, report on. Give an account of; narrate a series of events or transactions. Advise Recommend or inform. Analyse Identify components and the relationship between them; draw out and relate implications. Apply Use, utilise, employ in a particular situation. Argue Make a case, based on appropriate evidence, for and/or against some point of view. Assess Make a judgement of value, quality, outcomes, results or size.
Calculate Ascertain / determine from given facts, figures or information. Choose
(multiple-choice) Decide or select the most suitable from a number of different options.
Clarify Make clear or plain. Classify Arrange or include in classes / categories.
Comment on Make reference to and expand upon. Compare Show how things are similar and different. Complete Finish an outlined task. Consider Reflect on and make a judgement / evaluation. Construct Make; build; put together items or arguments. Contrast Show how things are different or opposite. Correlate Demonstrate a mutual or complementary relationship.
Create Make, invent something. Critically
(analyse / evaluate) Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to analyse / evaluate.
Debate Develop a logical (sometimes persuasive) argument, giving differing views in response to a topic. Deduce Draw conclusions. Define State meaning and identify essential qualities.
Demonstrate Show by example. Describe Provide characteristics and features.
Determine Decide, find out. Discuss Identify issues and provide points for and / or against.
Distinguish Recognise or note / indicate as being distinct or different from; note differences between. Draw (diagrams) An instruction, as in draw a circle.
Evaluate Make a judgement based on criteria; determine the value of. Examine Enquire into.
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Interpreting Questions (2)
Explain Relate cause and effect; make the relationships between things evident; provide why and/or how. Explore Investigate, search for or evaluate. Extract Choose relevant and / or appropriate details.
Extrapolate Infer from what is known. Identify Recognise and name. Illustrate Similar to ‘explain’ (see above), but requires the quoting of specific examples or statistics or possibly the drawing of maps, graphs,
sketches etc. Interpret Draw meaning from.
Investigate Plan, enquire into and draw conclusions from. Justify Support an argument or conclusion; give reasons for your statements or comments. Label Identify by placing a name or word used to describe the object or thing. List Provide a series of related words, names, numbers or items that are arranged in order, one after the other.
Name Provide a word or term used to identify an object, person, thing, place etc. (something that is known and distinguished from other people
or things). Outline Sketch in general terms; indicate the main features of. Predict Suggest what may happen based on available information. Prepare
Take the necessary action to put something into a state where it is fit for use or action, or for a particular event or purpose.
Present (an argument)
Offer or convey something such as an argument or statement to somebody formally; a discussion that offers different points of view on an
issue or topic; debate. Propose Put forward (for example a point of view, idea, argument, or suggestion) for consideration or action. Recall Present remembered ideas, facts or experiences.
Recommend Provide reasons in favour. Recount Retell a series of events.
Respond to Provide an answer, reply. Select Choose somebody or something from among several. Show Give information; illustrate. Sketch A picture or diagram that is done quickly, roughly; a brief outline. State Express the main points of an idea or topic, perhaps in the manner of ‘describe’ or ‘enumerate’
Summarise Express, concisely, the relevant details. Synthesise Put together various elements to make a whole; gather all ideas and combine them into a complex whole; combine all parts.
