Towards 2012VCE Australian and Global Politics study designGlobal Politics
2012-2016
© 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
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
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?
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.
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
Areas of Study Areas of Study
1. Looking out 1. Global threads
2. The international community 2. Global cooperation and conflict
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 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
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.
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
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.
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
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
Areas of Study Areas of Study
1. Globalisation and Internationalism
1. Global actors
2. Global conflicts 2. Power in the Asia-Pacific region
Unit 3: Broad changes
• 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
Unit 3: Global actors
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
Unit 3: Area of study 1
• 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
Unit 3: Global actors
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
Unit 3: Area of study 2
• 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
Areas of Study Areas of Study
1. Power in the Asia-Pacific region
1. Ethical issues and debates
2. Australian foreign policy 2. Crises and responses
Unit 4: Broad changes
• 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
Unit 4: Global challenges
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
Unit 4: Area of study 1
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
Unit 4: Global challenges
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
Unit 4: Area of study 2
•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]