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;
o how power is gained and exercised
o evaluation of democratic practices against particular
ideas and principles
o Comparison with the USA
o Making public policy including its influences
• Global Politics;
o forces that shape interactions between states
and other global actors
o interconnectedness of the contemporary
global political arena
o impact of globalisation
o nature and power of key global actors
o the types of power used by an Asia-Pacific
state to achieve its national interests
o global ethical issues
o 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
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.
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
• “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
• 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
AOS 1
Global Threads
Global links
AOS 2
Global cooperation
and conflict
Global cooperation and
conflict
Unit 2
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:
o political parties
o interest groups
o 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.
o
o
o
o
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 nondemocratic 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
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.
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 – eg 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/2017-0109/east-timor-tears-up-oil-and-gas-treaty-withaustralia/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
human rights
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
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, eg:
‒ Responses to Ebola crisis
‒ Australia’s response to global refugee crisis
‒ Disarming Syria of chemical weapons
• Research global conflict, eg:
‒ 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
• a case study
• an essay
• short-answer questions
• extended-response questions
• an oral presentation such as a
podcast or video
Questions