Australian and Global Politics 2018-2022

Purpose Overview of the study Familiarise participants with Study Design 2018-2022 Summary of changes Provide information about Advice for teachers – curriculum and assessment New or changed areas of study and assessment Practical Approaches to pedagogy and assessment Further information and resources Questions

Scope Study of: Contemporary power at both national and global levels National and global political issues and events Australian Politics; how power is gained and exercised evaluation of democratic practices against particular ideas and principles Comparison with the USA Making public policy including its influences

Global Politics; forces that shape interactions between states and other global actors interconnectedness of the contemporary global political arena impact of globalisation nature and power of key global actors the types of power used by an Asia-Pacific state to achieve its national interests global ethical issues effectiveness of global responses to crises

Rationale VCE Australian and Global Politics offers students: Opportunity to engage with key political, social and economic issues Become informed citizens and voters Participants in their local, national and international communities Aims and rationale can be examined

Aims This study enables students to: understand and apply fundamental political concepts understand the nature of contemporary politics and power in national and global contexts critically examine the characteristics and features of Australian democracy analyse factors that shape the formulation and implementation of domestic and foreign policy analyse global issues and challenges, and the key actors that influence these evaluate the effectiveness of responses to global crises develop skills of logical and rational analysis, synthesis and argument. Aims and rationale can be examined

Key Dates Study Design published January 2017 Accreditation period 2018 – 2022 Advice for teachers (including assessment advice) end of Term 2 2017 Exam Specifications after 2017 Exam/Early 2018 and will include a sample exam.

General Changes clarity of key knowledge parity of options within areas of study extent of content in areas of study review of key knowledge to ensure that the study is not dated and can cover a range of contemporary case studies Review and refinement of key skills that demonstrate a cognitive progression of learning and development of skills of logical and rational analysis, synthesis and argument.

Case Studies Teaching in 2022- Cases Studies from 2012 onwards “VCE Global Politics is a contemporary study and focus must be on examples and case studies from within the last 10 years. However, contemporary issues and events may need to be contextualised for students and this may require some investigation prior to this timeframe.” Study Design Teaching in 2022- Cases Studies from 2012 onwards Teaching in 2019- case studies from ??? Onwards

Advice for Teachers published before the end of Term 2, 2017 Developing a learning program Activities of each Area of Study Approaches to developing SAC’s Assessment advice in the form of rubrics Glossary for Australian and Global

Key Terms and Concepts Must be explicitly taught Advice for Teachers will have a glossary for Units 1-4 In Unit 3 and 4 they are examinable

Assessment School-assessed Coursework tasks have changed To ensure authentication of students work: Commercially purchased SAC’s must always be modified SAC’s used from previous years must always be modified It is the teachers responsibility to ensure that their SAC’s authenticate the Study Design

Assessment The exam specifications will be published early 2018 and will include a sample exam. In 2018, the examination will reflect changes in the 2018 -2022 Unit 3 and 4 Australian Politics Study Design. The sample examination will be updated to reflect the changes in the Study Design.

Australian and Global Politics Unit 1 and 2

At a glance 2012-2017 2018-2022 Unit 1 Ideas, actors and power Unit 2 The VCE Australian and Global Politics 2018-2022 replaces the units within the Australian and Global Politics Study Design 2012-2017 and Global Politics Unit 3 and 4 2016-2017. 2012-2017 2018-2022 Unit 1 The National Citizen Ideas, actors and power Unit 2 The Global Citizen Global connections

At a glance Titles of each Area of Study Unit Areas of Study 2012-2017 2018-2022 Unit 1 AOS 1 Power, politics and democracy Power and ideas AOS 2 Exercising and Challenging Power Political actors and power Unit 2 Global Threads Global links Global cooperation and conflict Note the unit headings – meant to assist you find the connections across areas of study in each unit. Activity - individual How would you describe a student at the end of the four units? The following two slides will take use through this in more detail.

Unit 1 Ideas, actors and power the key ideas relating to the exercise of political power how these ideas shape political systems nature and influence of key political actors in Australia: political parties interest groups and the media. use examples and case studies from within the last 10 years

Area of Study 1 Power and ideas Inquiry Questions shape student thinking in the Unit. What is politics? What is meant by power and how can it be exercised? How is power distributed in the Australian political system? How do non-democratic systems distribute power? explore ideas that shape political systems including liberal democracy, socialism, fascism, authoritarianism and theocracy the characteristics of the Australian political system investigate a case study of a nondemocratic system

U1 AOS1 Outcome1 Unit 1 AOS1 2012-2017 Unit 1 AOS1 2018-2022 ….student should be able to describe and analyse the nature and purpose of politics and power in a broad sense and in the context of contemporary Australian democracy ….student should be able to identify and explain key ideas relating to the exercise of political power, and analyse and evaluate different approaches to governmental power by comparing Australian democracy with a non-democratic political system If the outcome states “evaluate” it is expected that a student can identify, describe, analyse to be able to achieve the cognitive ability of evaluation Cognitive Change

Key Knowledge AOS1 Reduction in key knowledge Key terms and concepts- which must be explicitly taught. “Political spectrum…..” “Ideas that shape political systems…” “the characteristics of liberalism and constitutionalism…” “the characteristics of Australian democracy….” “a case study of a non-democratic political system…”

Key Skills AOS1 Unit 1 AOS1 2012-2017 Unit 1 AOS1 2018-2022 define and use key terms and concepts related to the nature of democracy and political power describe and analyse the purpose of political power define and describe principles and features of democracy describe and critically analyse characteristics of Australian democracy access, interpret and draw conclusions from information gathered from a variety of sources. define and explain key terms and concepts relating to power and ideas explain the political spectrum and the ideas associated with its labels examine the ideas and features of political systems outline the ideas of liberalism in relation to limiting government power explain the characteristics of Australian democracy compare a non-democratic political system with the Australian political system use contemporary examples and case studies to explain and analyse political ideas and systems develop explanations, arguments and points of view that use contemporary evidence and examples. Significant change to the skills- cognitive ability and context. Explicitly teach and assess

Developing a learning Program Start with the Australian Political System Examine the characteristics of Australian democracy focusing on the link between: liberal democratic principles of separation of power in the constitution, head of state and the Westminster system of responsible government, and representation as reflected in the electoral system. Use relevant comparisons and contrasts with UK and USA political systems only to highlight Australian characteristics (historical links to both political ideologies and systems) Student presentations on discrete aspects of these characteristics Use knowledge gained about the Australian system as a point of comparison with a non-democratic system. For example comparing electoral systems and appointment of government in Iran.

Developing a learning Program Students plot themselves on the political spectrum, then complete the quiz. Compare and discuss. Political Compass Prepare an AVD of one idea that shapes political systems (such as authoritarianism) and link to current examples. Construct a mind map of the Australian political system, linked to current examples as supporting evidence. Develop an individual class presentation on one non-democratic political system.

Case Studies Use examples and case studies from within the last 10 years. CONTEMPORARY EVIDENCE & EXAMPLES: Elections and forming governments in Australia (2010 election – minority government) Elections for the President of Iran – tensions between theocracy and democracy. Non-democratic political systems: Cuba, China, North Korea, Iran “Democracy sausage”

Area of Study 2 Political actors and power Inquiry Questions shape student thinking in the Unit 2. Roles and functions of key political actors in the Australian system including political parties, interest groups and media. Investigate case studies of political parties, interest groups and media issues to analyse the importance of these forms of participation in the Australian political system.

U1 AOS2 Outcome 2 Unit 1 AOS2 2012-2017 Unit 1 AOS2 2018-2022 …. student should be able to explain why people seek political power, and the major political ideologies that influence political involvement and political movements …. student should be able to explain and analyse the roles and functions of political parties, interest groups and the media and their influence on participation in Australian politics.

Key Knowledge AOS2 Key terms and concepts- which must be explicitly taught. “the roles and functions of political parties….” (at least 2 must be studied) “the roles and functions of at least two interest groups…..” (one must have an international link) “differences between interest groups and political parties” “the roles and functions of the media in a liberal democracy:….” and in the reporting of a contemporary political issue in Australia.

Key Skills AOS2 Unit 1 AOS2 2012-2017 Unit 1 AOS2 2018-2022 define and use key terms and concepts related to political power analyse motivations for political involvement and active citizenship describe and analyse styles of political leadership describe, compare and contrast political ideologies research, analyse and report on a contemporary political movement access, interpret and draw conclusions from information gathered from a variety of sources define and explain key terms and concepts relating to political actors in Australia explain the particular roles and functions of political parties, interest groups and the media in the Australian political system analyse the impact and influence of political actors on participation in the Australian political system analyse case studies of political parties and interest groups, considering their roles, functions, influence and participation compare the roles and functions of media platforms in relation to a contemporary political issue analyse contemporary issues about and case studies of political actors develop explanations, arguments and points of view which use contemporary evidence and examples

Developing a learning Program Examine the aims and policies of political parties – eg Liberal Party compared to the Australian Greens Using a SWOT analysis comparing traditional media with emerging and social media – print media or Facebook/Twitter as sources of news and opinion Complete an evaluation of interest group or party’s use of social media. Develop a social media campaign for one interest group or political party in Australia. Construct a written analysis of 2016 federal election data.

Developing a learning Program Exploring the power and influence of interest groups – their relation to and difference from political parties – eg, trade union movement and the ALP Students complete a research report on a major contemporary issue in Australia and , eg offshore detention or housing affordability and explain the influence of parties, interest groups and the media on this issue and ways that students can become actively involved in responding. As a class, follow one issue for 24-hours across a range of media sources. Analyse the contributions made and the extent of the impact of political parties, interest groups and the media

Unit 2 Global connections explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation consider the extent to which global actors cooperate and share visions and goals as part of the global community. investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability use examples and case studies from within the last 10 years

Area of Study 1 Global links Inquiry Questions shape student thinking in the Unit. consider how citizens and global actors in the 21st century interact and connect with the world investigate key political, economic and social links throughout the global community. explore and apply two key theories about global politics: realism and cosmopolitanism. investigate Australia’s involvement in an issue affecting the global community, and assess the response consider whether or not citizens have civic, social, economic and political global responsibilities that may transcend obligations to the state.

U2 AOS1 Outcome1 Unit 2 AOS1 2012-2017 Unit 2 AOS1 2018-2022 …. investigate the work and role of international organisations, such as Amnesty International, Greenpeace and Avaaz, in the context of the debate over whether or not citizens have civic, social and political global responsibilities as ‘global citizens’. …. student should be able to identify and analyse the social, political and economic interconnections created by globalisation and evaluate Australia’s participation in the global community.

Key Knowledge AOS1 Key terms and concepts- which must be explicitly taught. the political impact of globalisation the social impact of globalisation the economic impact of globalisation the impact of global interconnectedness on human rights, culture and the environment the key features of the theories of realism and cosmopolitanism, focusing on the debate around the concept of states’ obligations to the global community

the extent to which Australia has cooperated with or opposed the global community in at least one of the following areas: environment terrorism people movement free/fair trade international law aid

Key Skills AOS1 Unit 2 AOS1 2012-2017 Unit 2 AOS1 2018-2022 • describe and analyse the extent to which globalisation has had an impact upon the lives of twenty- first century citizens • investigate situations in which international organisations have had an impact on the lives of twenty-first century citizens • recognise situations in which citizens assume global responsibilities • accurately define and use key terms • access, interpret and draw conclusions from information gathered from a range of sources. define and explain key global politics terms and use them in the appropriate context explain and analyse the social, economic and political impacts of globalisation analyse the impact of global interconnectedness on human rights, culture and the environment explain key features of the theories of realism and cosmopolitanism analyse debates around the obligation of states to the global community investigate Australia’s participation in the global community and evaluate the effectiveness of this participation use contemporary examples and case studies to support explanations, points of view and arguments.

Developing a learning Program Examine various features of globalisation – use economic, technological, political and cultural case studies: Political links Case study – Greenpeace Role Impact Ability to transcend national borders How does the development and impact of this NGO represent global links? What impact can this have on the environment?

Developing a learning Program Social links Case study – FaceBook Role Impact Ability to transcend national borders How does the development and impact of this social network represent global links? Activities The social network - movie Students developing networks for change – can students change the world through social networks?

Developing a learning program Economic links Economic – global trade and the role of TNCs – for example Apple or Shell Case study – Walmart Role Impact Ability to transcend national borders How does the development and impact of this TNC represent global links? Activities Research Walmart’s supply chains in China and elsewhere What impact can this have on human rights?

Technological and political – the role of social media in the 2011 ‘Arab Spring’ movement in Tunesia and Egypt, internet piracy Cultural – ‘normcore’ consumerism contrasted with rising environmental awareness and consumer decisions Case Study of Australia’s response to global environmental issues or global communication (metadata retention)

Australia Case study – International Law Timor Gap Treaty - http://www.abc.net.au/news/2017-01-09/east-timor-tears-up-oil-and-gas-treaty-with-australia/8170476 How has Australia cooperated with/opposed the global community in this area? How does this reflect realism or cosmopolitanism? What obligations, if any, do states have to the global community? What obligations, if any, should states have to the global community?

Area of Study 2 Global cooperation and conflict Inquiry Questions shape student thinking in the Unit. consider contemporary case studies of global cooperation and conflict. consider the extent to which this notion of a cosmopolitan global community can effectively deal with global challenges posed by the realist perspective of some global actors.

investigate at least two examples of contemporary global cooperation at least one case study of contemporary international cooperation investigate at least two examples of contemporary global conflict and instability. at least one case study drawn from the following types of international conflict

U2 AOS2 Outcome1 Unit 2 AOS1 2012-2017 Unit 2 AOS1 2018-2022 …. student should be able to 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. …. student should be able to describe and analyse the extent to which global actors can effectively manage cooperation, conflict and instability in relation to selected case studies.

Key Knowledge AOS2 Key terms and concepts- which must be explicitly taught. case studies of cooperation or conflict the nature of the global issue key global actors and their roles in relation to international cooperation and conflict responses of global actors effectiveness of responses – challenges to effective resolution of issues at least one case study of contemporary international cooperation the environment animal welfare and biodiversity health people movement

Disarmament international crime human rights action and aid relating to natural and/or human made disasters at least one case study drawn from the following types of international conflict border disputes war separatism Terrorism people movement.

Key Skills AOS2 Unit 2 AOS2 2012-2017 Unit 2 AOS2 2018-2022 accurately define and use key terms examine and evaluate the effectiveness of the main actors in the international community in managing global cooperation, and resolving conflict and instability describe and explain case studies of contemporary international cooperation and conflict access, interpret and draw conclusions from information gathered from a range of sources. define and explain key global politics terms and use them in the appropriate context investigate and explain the nature of particular global issues explain the involvements of global actors in global issues analyse the effectiveness of global responses to particular global issues analyse the challenges to resolution of global issues use detailed case studies to support analysis of global issues The second dot point in the old study design has been clarified in dot point 2-4 in the new study design

Developing a learning Program Understand the principles underpinning global cooperation – multilateralism and the realist and cosmopolitan perspectives on global action Examine some of the causes of significant global conflicts – national interests of states and unilateralism Examine the frameworks for global cooperation – multilateralism evident in IGOs, like the UN; role of NGOs and the relevance of national interests Explore the above points through a structured teaching case study or model (eg the UN’s role in crisis diplomacy and global cooperation – North Korea’s nuclear threats)

Developing a learning Program International cooperation - disarmament Chemical Weapons Convention – Syria the nature of the global issue key global actors and their roles in relation to international cooperation responses of global actors effectiveness of responses – challenges to effective resolution of issues

Developing a learning Program International conflict – border disputes Ukraine and Russia – Dispute over Crimea and Donbass the nature of the global issue key global actors and their roles in relation to international cooperation responses of global actors effectiveness of responses – challenges to effective resolution of issues

Case Studies Use examples and case studies from within the last 10 years The UN – case study of multilateralism and cosmopolitanism – successes and limitations (eg Libya 2011, but longer term problems) Research global cooperation, for example: Responses to Ebola crisis Australia’s response to global refugee crisis Disarming Syria of chemical weapons Research global conflict, for example: South China Sea dispute Global Terrorism Ukrainian separatist conflicts

Assessment Unit 1 and 2 2012-2017 Unit 1 and 2 2018-2022 an analysis of visual materials, for example cartoons, websites, posters, films, plays, artwork an audiovisual presentation an oral presentation a written research report a web-based presentation a case study a debate an essay a test an interactive presentation a campaign role-plays, for example meetings, conferences, interviews a wiki or blog a social media campaign a PowerPoint or interactive presentation a research report short-answer questions extended-response questions an oral presentation such as a podcast or video