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

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3. Outline of session Overview of Review process Unit 1 & 2 Discussion of key changes Unit 3 & 4 Discussion of key changes Assessment Questions

4. Review process 2009Consultation with stakeholders in focus groups: feedback informed the terms of reference 2010Two Review Panels ( Australian Politics and Global Politics) : practising teachers, academics, subject association, Assessment branch, Chief Assessor Consultation draft study design and feedback 2011Reaccredited study design released (in schools March) Implementation workshops May and June

5. 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)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

6. 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 )

7. 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.

8. 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.

9. Unit 1: The national citizen Current2012-2016 Politics, power and peopleThe national citizen Areas of Study 1. Democracies and Dictatorships1. Power politics and democracy 2. Leading people2. Exercising and challenging power

10. 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

11. 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

12. 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

13. 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?

14. 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.

15. 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

16. 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?

17. Unit 2: The global citizen Current2012-2016 Politics, power and peopleThe global citizen Areas of Study 1.Looking out 1. Global threads 2. The international community2. Global cooperation and conflict

18. Unit 2: Broad changes 21 st 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

19. 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.

20. 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

21. 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.

22. 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

23. 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)?

24. Unit 3: Global actors Current2012-2016 Global issues and conflictsGlobal actors Areas of Study 1.Globalisation and Internationalism 1. Global actors 2. Global conflicts2. Power in the Asia-Pacific region

25. 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

26. 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

27. 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

28. 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

29. 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

30. Unit 3 : Questions?

31. Unit 4: Global challenges Current2012-2016 International relationsGlobal Challenges Areas of Study 1.Power in the Asia-Pacific region 1. Ethical issues and debates 2. Australian foreign policy2. Crises and responses

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. GP- Assessment Unit 3

42. GP- Assessment Unit 4

43. Assessment Units 3 & 4 S/N Satisfactory completion of unit is based on whether the student has demonstrated achievement of all specified outcomes Contribution to Study Score

44. 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.

45. 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.

46. Thanks to AGP presenters: Paul Gilby Anna- Louise Simpson Gregory Sturges Rod Wise

47. Contact Details Pat Hincks Curriculum Manager: Humanities and Social Sciences Victorian Curriculum and Assessment Authority (VCAA) Ph: (03) 9651 4439 Mobile: 0400 831 632 Hincks.patricia.m@edumail.vic.gov.au@edumail.vic.gov.au www.vcaa.vic.edu.au