1. Australian and Global Politics 2018-2022

2. Purpose Overview of the study
Familiarise participants with Study Design 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

3. 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

4. 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

5. 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

6. 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

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

8. 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.

9. 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 Cases Studies from 2012 onwards
Teaching in case studies from ??? Onwards

10. 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

11. 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

12. 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

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

14. Australian and Global Politics
Unit 1 and 2

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

16. At a glance Titles of each Area of Study Unit Areas of Study 2012-2017
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.

17. 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

18. 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

19. U1 AOS1 Outcome1
Unit 1 AOS
Unit 1 AOS
….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

20. 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…”

21. 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

22. 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.

23. 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.

24. 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”

25. 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.

26. 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.

27. 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.

28. 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

29. 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.

30. 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

31. 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

32. 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.

33. U2 AOS1 Outcome1
Unit 2 AOS
Unit 2 AOS
…. 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.

34. 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

35. 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

36. 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.

37. 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?

38. 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?

39. 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?

40. 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)

41. Australia Case study – International Law
Timor Gap Treaty -
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?

42. 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.

43. 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

44. U2 AOS2 Outcome1
Unit 2 AOS
Unit 2 AOS
…. 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.

45. 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

46. 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.

47. 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

48. 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)

49. 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

50. 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

51. 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

52. 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