Australian and International Politics
2017 Subject Outline
Stage 1 and Stage 2
Published by the SACE Board of South Australia,
60 Greenhill Road, Wayville, South Australia 5034
Copyright © SACE Board of South Australia 2010
First published 2010
Reissued for 2011 (published online October 2010,
printed January 2011), 2012, 2013, 2014, 2015, 2016, 2017
ISBN 978 1 74102 538 5 (online Microsoft Word version)
ref: A544747
This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011
CONTENTS
Introduction .......................................................................................................................... 1
Subject Description .......................................................................................................... 1
Capabilities ...................................................................................................................... 2
Literacy in Australian and International Politics ............................................................... 3
Numeracy in Australian and International Politics ........................................................... 4
Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives ............... 4
Stage 1 Australian and International Politics ................................................................. 5
Learning Scope and Requirements..................................................................................... 6
Learning Requirements ................................................................................................... 6
Content ............................................................................................................................ 6
Assessment Scope and Requirements ............................................................................. 12
Evidence of Learning ..................................................................................................... 12
Assessment Design Criteria .......................................................................................... 12
School Assessment ....................................................................................................... 13
Performance Standards ................................................................................................. 15
Assessment Integrity ..................................................................................................... 18
Support Materials .............................................................................................................. 19
Subject-specific Advice .................................................................................................. 19
Advice on Ethical Study and Research ......................................................................... 19
Stage 2 Australian and International Politics ............................................................... 21
Learning Scope and Requirements................................................................................... 22
Learning Requirements ................................................................................................. 22
Content .......................................................................................................................... 22
Assessment Scope and Requirements ............................................................................. 29
Evidence of Learning ..................................................................................................... 29
Assessment Design Criteria .......................................................................................... 29
School Assessment ....................................................................................................... 30
External Assessment ..................................................................................................... 32
Performance Standards ................................................................................................. 32
Assessment Integrity ..................................................................................................... 35
Support Materials .............................................................................................................. 36
Subject-specific Advice .................................................................................................. 36
Advice on Ethical Study and Research ......................................................................... 36
INTRODUCTION
SUBJECT DESCRIPTION
Australian and International Politics is a 10-credit subject or a 20-credit subject at
Stage 1, and a 20-credit subject at Stage 2.
Politics is the study of power at all levels of society. By analysing power and political
systems, students can recognise potential sources of empowerment and become
informed, active citizens. Students apply their understanding of elements of the Australian
political system in an international context to examine why conflicts arise and the
mechanisms that complex modern societies have developed to negotiate and resolve
these conflicts.
In Australian and International Politics, students explore how expressions of power affect
relationships with others in families, communities, workplaces, and the institutions of
finance, bureaucracy, education, law, and the media. They engage in and reflect on
political concepts, ideas, and issues, using primary sources, and reflect on the
relationship between politics, power, and decision-making.
Students develop knowledge, skills, and understanding that enable them to become
informed and active citizens, voters, and participants in their local, national, and
international communities. The links between formal systems of government and the
rights and obligations of citizenship are central to the study of politics. Students explore
how different systems of government offer citizens varied opportunities for participation.
The investigations carried out in Australian and International Politics allow students to
identify and investigate a specific political situation or circumstance of their choice and to
communicate their informed opinions on it.
At Stage 1, students explore how power can be perceived as a form of control,
empowerment, domination, and injustice. They learn that the power to make decisions is
determined and negotiated at all levels of society, but that the capacity to influence
decision-making is not shared equally by all members of societies.
At Stage 2, students examine the Australian system of government through four topics
that cover the following: the Constitution and federalism; political representation, the
executive, and parliament; voting and elections; and political parties. They study one
selected topic related to international politics, and explore both conventional and
unconventional forms of participation. Their study of politics includes the consideration
and evaluation of political systems, institutions, and principles, and the ways in which
these are justified in the face of competing ideologies and philosophies.
Students have the opportunity to consider democracy, from the perspective of the
historical limits of citizenship to concerns about globalisation and the subsequent
challenge to the concept of nation state.
Australian and International Politics 2017 Subject Outline — Stage 1 and Stage 2
1
CAPABILITIES
The capabilities connect student learning within and across subjects in a range of
contexts. They include essential knowledge and skills that enable people to act in
effective and successful ways.
The five capabilities that have been identified are:
 communication
 citizenship
 personal development
 work
 learning.
The capabilities, particularly those for citizenship, communication, and learning, are
reflected in the learning requirements, content, assessment design criteria, and the
performance standards of Australian and International Politics. Students develop these
capabilities as they gain an understanding of Australian politics and the Australian system
of government in an international context, critically analyse arguments, ideas, systems,
events, and institutions, and communicate relevant and justified arguments. Opportunities
for developing the capabilities for personal development and work are reflected in the
learning requirements and content.
Communication
In Australian and International Politics, students communicate ideas and information in
many ways to suit particular purposes and contexts, including orally, in writing,
face-to-face, and sometimes through virtual environments and role playing. Students gain
an understanding of, and use, terms relevant to the study of politics. They debate,
interact, and collaborate with others. Students communicate informed ideas, opinions,
and connected arguments in a range of ways, including through extended prose with
word-limits and succinct writing under supervision with limited time. Students
acknowledge their sources appropriately.
Citizenship
In Australian and International Politics, students gain an understanding of elements of
Australian politics, as well as of the Australian system of government in an international
context. They examine competing ideologies and opinions on the organisation of political
systems. They consider ideas and diverse cultural values that underpin political
structures and practices associated with government in Australia and elsewhere.
Students may consider historical, contemporary, and/or cultural perspectives of
Aboriginal and Torres Strait Islander peoples in relation to political participation,
structures, and/or issues.
Students develop their understanding of the formal politics of government and the cultural
institutions that support or challenge government. They examine ways in which political
structures and processes reflect the values of dominant groups. Students develop skills
for informed, active citizenship.
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Australian and International Politics 2017 Subject Outline — Stage 1 and Stage 2
Personal Development
In Australian and International Politics, students become increasingly aware of the
importance of the role of government and politics in their everyday lives. They become
informed, active citizens by engaging in, and reflecting on, political processes relevant to
their interests, building skills for lifelong learning. They develop their understanding of
personal identity as they consider ideologies and fairness and reflect on their growing
skills in understanding political engagement. Students may have opportunities to examine
the impact of health policies on individuals and groups.
Work
In Australian and International Politics, students develop a range of skills that can lead to
employment and further study opportunities in, for example, teaching, law, journalism,
business and management, social services, or the public service. Students work
individually and in groups. They develop their understanding and build their capacity for
informed involvement in political processes that influence relationships in workplaces,
places of education, and public places and spaces. Students gain an understanding of
social interdependence and the value of negotiation in resolving conflict in a range of
social, economic, and political settings. Students develop skills for active civic
responsibility in local, national, and international working and living environments.
Learning
In Australian and International Politics, students research, critically analyse, and evaluate
current political issues, using a range of primary and secondary sources. They develop
skills to make reasoned and balanced judgments about important questions of politics
and public policy. Students apply their understanding of documents, conventions, texts
(print and other), and debates that have shaped political structures. They develop skills
and knowledge to discuss the internal and external forces that have influenced political
systems over time.
Students use hypotheses to focus their research. They analyse print and electronic
sources, which could include cartoons, letters, editorials, electoral data, documentaries,
films, research documents, essays, speeches, poll results, political promotions, and
diaries.
Students develop skills to evaluate, defend, or criticise political institutions and policies,
as well as the capacity to analyse and participate in power and decision-making within
groups such as the family or school. Students recognise changes in time and place in
politics. They recognise how politics — local and global — is influenced by individuals
and groups of people.
LITERACY IN AUSTRALIAN AND INTERNATIONAL POLITICS
Students develop and apply their information literacy skills through such means as
identifying, locating, selecting, organising, analysing, and synthesising sources. Students
critically analyse and evaluate online and other written, oral, data, or visual sources from
a range of perspectives to identify, for example, context, purpose, bias, intent of
message, inference, accuracy, relevance, reliability, authority, and views included or
excluded.
Australian and International Politics 2017 Subject Outline — Stage 1 and Stage 2
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Students develop knowledge of and apply terminology relevant to politics, and develop
skills in interviewing and surveying, including the use of open and closed questions.
Students develop skills in recording their observations of, interactions with, and
reflections on, political events. Written and oral literacy skill development should help
students at Stage 2 to formulate, defend, and refute arguments about controversial and
contested issues.
Students have opportunities to develop their skills in presenting informed observations
and judgments, and political ideas and information, in a variety of forms, such as debates,
formal written arguments, or commentaries.
NUMERACY IN AUSTRALIAN AND INTERNATIONAL POLITICS
In Australian and International Politics, students have opportunities to develop their
numeracy skills by, for example:
 compiling quantitative data through observations, surveys, searches, and interviews
 presenting data, using meaningful and effective maps, diagrams, and/or charts
 identifying, accessing, selecting, analysing, interpreting, and presenting data on, for
example, population, income, housing, education, and well-being, with, where relevant,
regional, state, national, international, or global comparisons
 understanding and creating graphical illustrations
 considering statistical reliability
 estimating
 sequencing and analysing chronological timelines
 developing spatial and symbolic awareness and understanding.
ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE,
CULTURES, AND PERSPECTIVES
In partnership with Aboriginal and Torres Strait Islander communities, and schools and
school sectors, the SACE Board of South Australia supports the development of highquality learning and assessment design that respects the diverse knowledge, cultures,
and perspectives of Indigenous Australians.
The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander
knowledge and perspectives in the design, delivery, and assessment of teaching and
learning programs by:
 providing opportunities in SACE subjects for students to learn about Aboriginal and
Torres Strait Islander histories, cultures, and contemporary experiences
 recognising and respecting the significant contribution of Aboriginal and Torres Strait
Islander peoples to Australian society
 drawing students’ attention to the value of Aboriginal and Torres Strait Islander
knowledge and perspectives from the past and the present
 promoting the use of culturally appropriate protocols when engaging with and learning
from Aboriginal and Torres Strait Islander peoples and communities.
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Australian and International Politics 2017 Subject Outline — Stage 1 and Stage 2
Stage 1 Australian and
International Politics
LEARNING SCOPE AND REQUIREMENTS
LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that
students are expected to develop and demonstrate through their learning in Stage 1
Australian and International Politics.
In this subject, students are expected to:
1. demonstrate knowledge and understanding of elements of Australian politics and of
the Australian system of government in an international context
2. research and critically analyse political issues, using a range of primary and
secondary sources
3. engage in and reflect on political concepts, ideas, and issues, using primary sources
4. reflect on the relationship between politics, power, and decision-making
5. communicate informed observations and judgments on contemporary political
debates, using political terms and concepts.
CONTENT
Australian and International Politics is a 10-credit subject or a 20-credit subject at
Stage 1.
A 10-credit subject consists of:
 Core Study: Key Issues in Politics
 at least one option study.
A 20-credit subject consists of:
 Core Study: Key Issues in Politics
 at least two option studies.
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Stage 1 Australian and International Politics 2017
Skills of Sources Analysis
The sources used should be current and selected to enhance students’ political literacy
skills and their awareness of current political issues. Sources could include people,
cartoons, letters, editorials, electoral data, research documents, essays, speeches,
interviews, poll results, political promotions, and diaries. Students apply their information
literacy skills in researching and using sources. The selection and use of primary and
secondary sources will depend on the context of particular tasks. The following
framework is designed to help students to develop their skills of sources analysis.
Analysing Sources
Students can analyse a source for the following:
 Context: when, where, who?
 Purpose: why and for what purpose was the source developed?
 Language: what are the nature and the tone of the language used?
 Message: what message or messages are conveyed?
 Cultural messages: what cultural norms are derived, constructed, reinforced, or
challenged in the source?
 Inferences: what can be inferred from the source?
 Representations of difference: how is difference represented within the source?
 Selectiveness
– what has been left out or left unsaid?
– who is not present?
– whose view is not represented?
 Constructs of power: how are power relationships constructed or implied in the source?
Comparing Sources
Students can compare and contrast sources by:
 identifying similarities between the sources
 identifying differences between the sources, and the kinds of cultural and political ideas
that are produced because of the differences
 comparing the origin of the sources: author, date, form, and purpose.
Assessing Usefulness
Students can assess a source for its usefulness in understanding a political event,
activity, or argument by asking the following questions:
 How does the source guide the reader or audience to understand a political activity or
event?
 How can the source be used to help form an opinion, explain a point of view, or develop
an argument?
 How does understanding that the source is primary or secondary affect its perceived
usefulness?
 Whose opinions are represented and whose opinions are not represented?
 How representative of opinions on an issue is the source?
Stage 1 Australian and International Politics 2017
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
How does the source silence some opinions while privileging others?
What are the limitations of the source for explaining an event or development?
 What other sources could be useful to support an explanation?

Evaluating Sources
Students can evaluate a source by asking the following questions:
 How is the reliability of the source affected by the views of those who created,
published, or promoted it; the events of the time; the form of the source; or the intent or
purpose of the source?
 When and why is bias in politics deliberate?
 Why might the source be considered reliable at one time and biased at another?
 How does evidence of bias in a source affect its usefulness?
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Stage 1 Australian and International Politics 2017
Core Study: Key Issues in Politics
The core study consists of three topics that introduce fundamental issues in the study of
politics. Students should be encouraged to consider these topics against the ideals of
citizenship and democratic participation. The topics are:
 Topic 1: Power and Decision-making
 Topic 2: Community Politics
 Topic 3: Government.
Topic 1: Power and Decision-making
The study of power is central to the study of politics. In this topic, students are introduced
to the concept of power as a pervasive and/or subtle force in their everyday lives. They
consider power from various perspectives, including as a form of control, empowerment,
domination, or injustice.
Students explore the implications of power relationships for decision-making processes in
a variety of contexts, such as the family, the school, the local sports club, and the
workplace. In particular, students come to appreciate that the systems or structures within
these contexts that govern decision-making processes can also influence power
relationships between individuals. Students come to understand that the power to make
decisions is determined and negotiated at all levels of society, but that the capacity to
influence decision-making is not shared equally by all members of society.
Topic 2: Community Politics
By studying power and local communities, students gain an appreciation of the politics
that directly affect their day-to-day environment. In this topic, students are given the
opportunity to consider the reasons why decisions can affect them personally; the
individuals or groups who are intimately connected with the making of these decisions;
and the degree to which the students themselves can participate in a decision-making
process.
Students could investigate local government bodies (incorporating their home or school)
or grassroots social movements. This could include an examination of opportunities for
active participation in the formulation of policy and decision-making, power structures,
and the impact of these bodies or movements on the individual and the community.
Topic 3: Government
By studying government, students gain an appreciation of the way in which the Australian
system of government, in an international and historical context, has structured
decision-making processes and harnessed the exercise of power in society.
In this topic, students become familiar with the two major levels of government: federal,
and state or territory. They come to understand how, why, and whether these levels of
government have been designed or adapted to maximise representation and
responsibility in the decision-making process. Students consider the significance of the
separation of powers and the authority of the electorate in securing democratic
governance.
Stage 1 Australian and International Politics 2017
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Option Studies
An option study gives students the opportunity to apply their knowledge of political
systems and practices to the study of a specific political situation or circumstance.
The descriptions that follow outline possible option studies and are not intended to be
prescriptive. Teachers should use their own knowledge and resources to develop suitable
option studies that build on students’ particular interests. Teachers should provide help
and resource support where possible and, in particular, should guide students to consider
social characteristics that may be central to the option study, such as gender, race,
ethnicity, religion, and socio-economic and professional status.
Australia and the World
Students could identify and investigate an issue of Australian foreign policy or
involvement in international organisations (e.g. the United Nations or the Commonwealth
of Nations).
Being a Politician
Students could identify and investigate the characteristics and experience of a political
representative (e.g. the Speaker of the House of Representatives, the President of the
Legislative Council, a government minister, or a backbencher), giving consideration to the
obligations and responsibilities of representation.
Environmental Issues
Students could identify and investigate an environmental problem and its political
responses (e.g. climate change or salinity), or an organisation or political party engaged
in environmental politics (e.g. Greenpeace or the Australian Greens).
Gender and Politics
Students could identify and investigate current gender issues in politics
(e.g. parliamentary party gender quotas, affirmative action, maternity and paternity leave
legislation, stereotyped gender roles, or perceptions of femininity and masculinity in a
political context).
Indigenous Politics
Students could identify and investigate a key issue in politics from the perspective of
Aboriginal and Torres Strait Islander peoples and other Indigenous peoples (e.g. the
implications of the United Nations Declaration on the Rights of Indigenous Peoples), or
an organisation established to address Indigenous issues.
Political Ideologies
Students could identify and investigate ideological assumptions and arguments in current
political debate (e.g. conflicting claims on health, defence, immigration, privatisation, or
education).
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Stage 1 Australian and International Politics 2017
Political Parties
Students could identify and investigate the history, values, and policies of a political party,
or create their own political parties to run in mock elections.
Pop Culture
Students could identify and investigate a cultural genre that has been used to convey
political messages or that has generated political controversy (e.g. music, performance,
or political advertising).
Religion and Politics
Students could identify and investigate the role of religion in politics or the structure of
decision-making and governance in an established religious community.
Sport, Culture, and Politics
Students could identify and investigate government funding of sport and/or the arts.
The role of government in attracting, staging, and promoting international sporting and/or
cultural events could be examined.
State or Territory Politics
Students could identify and investigate the structure of state or territory government
politics in South Australia or the Northern Territory, including the implications of
federalism for state or territory power.
Women and Politics
Students could identify and investigate issues such as women in institutional and
non-institutional politics, political representation, and the glass ceiling.
The Work of Politics
Students could identify and investigate the role of a government employee
(e.g. a ministerial adviser, a departmental head, an electoral officer, a public servant, or a
local government worker) and explore how their work contributes to the objectives of
government.
The Workplace
Students could identify and investigate the decision-making processes that shape the
workplace in either the public sector or the private sector, and the implications of these
processes for the structure of the workforce. Students could, if appropriate, use
knowledge gained from their own work experience.
Stage 1 Australian and International Politics 2017
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ASSESSMENT SCOPE AND REQUIREMENTS
Assessment at Stage 1 is school based.
EVIDENCE OF LEARNING
The following assessment types enable students to demonstrate their learning in Stage 1
Australian and International Politics:
 Assessment Type 1: Folio
 Assessment Type 2: Sources Analysis
 Assessment Type 3: Investigation.
For a 10-credit subject, students should provide evidence of their learning through four or
five assessments. Each assessment type should have a weighting of at least 20%.
Students undertake:
 at least two assessments for the folio
 at least one sources analysis assessment
 one investigation.
For a 20-credit subject, students should provide evidence of their learning through eight
to ten assessments. Each assessment type should have a weighting of at least 20%.
Students undertake:
 at least four assessments for the folio
 at least two sources analysis assessments
 at least one investigation.
ASSESSMENT DESIGN CRITERIA
The assessment design criteria are based on the learning requirements and are used by
teachers to:
 clarify for the student what he or she needs to learn
 design opportunities for the student to provide evidence of his or her learning at the
highest possible level of achievement.
The assessment design criteria consist of specific features that:
 students should demonstrate in their learning
 teachers look for as evidence that students have met the learning requirements.
For this subject the assessment design criteria are:
 knowledge and understanding
 research and critical analysis
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Stage 1 Australian and International Politics 2017


engagement and reflection
communication.
The specific features of these criteria are described below.
The set of assessments, as a whole, must give students opportunities to demonstrate
each of the specific features by the completion of study of the subject.
Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge and understanding of elements of Australian politics in an international
context.
KU2 Understanding of the Australian and other systems of government.
Research and Critical Analysis
The specific features are as follows:
RCA1 Research and critical analysis of political issues, using a range of primary and
secondary sources.
RCA2 Identification of relevance and bias, as well as acknowledgment of sources.
Engagement and Reflection
The specific features are as follows:
ER1 Engagement in and reflection on political concepts, ideas, and issues, using
primary sources.
ER2 Reflection on the relationship between politics, power, and decision-making.
Communication
The specific features are as follows:
C1
Communication of informed observations and judgments on contemporary political
debates.
C2
Use of political terms and concepts.
SCHOOL ASSESSMENT
Assessment Type 1: Folio
For a 10-credit subject, students undertake at least two assessments for the folio,
including at least one formal written argument prepared under supervision. For a
20-credit subject, students undertake at least four assessments for the folio, including at
least two formal written arguments prepared under supervision.
Students identify and explain perspectives on selected political issues, using political
terms and concepts. They may take into account local, national, and international
contexts relating to citizenship and democratic participation. Students apply their
information literacy skills in researching and using sources.
Stage 1 Australian and International Politics 2017
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In consultation with their teacher, students determine the form of their assessment from
the following list of suggestions:
 a debate on a key issue to be determined by the teacher and the class
 a scripted role play or mock parliament
 commentary on a current political issue outlined in a newspaper file
 a short-answer assignment
 a supervised, formal written argument
 an individual or group presentation selected from a range of forms (e.g. public address,
multimodal presentation, or web page) to an audience (e.g. the class, another class, the
school community, a local community group, or a local member of parliament).
An assessment should be a maximum of 1000 words if written or a maximum of 6
minutes if oral, or the equivalent in multimodal form.
For this assessment type, students provide evidence of their learning primarily in relation
to the following assessment design criteria:
 knowledge and understanding
 research and critical analysis
 communication.
Assessment Type 2: Sources Analysis
Students undertake at least one sources analysis assessment for a 10-credit subject, and
at least two sources analysis assessments for a 20-credit subject.
Students analyse sources relating to a current political issue or debate that they can
follow over a period of time. The sources analysis may be undertaken as an individual or
a collaborative activity. Students apply their information literacy skills in researching and
using sources.
A sources analysis assessment should be a maximum of 1000 words if written or a
maximum of 6 minutes if oral, or the equivalent in multimodal form.
For this assessment type, students provide evidence of their learning primarily in relation
to the following assessment design criteria:
 research and critical analysis
 engagement and reflection
 communication.
Assessment Type 3: Investigation
Students undertake one investigation for a 10-credit subject, and at least one
investigation for a 20-credit subject. Their investigation, analysis, and evaluation are
based on an identified option study. Students apply their information literacy skills in
researching and using sources.
In consultation with their teacher, students determine the form of their presentation from
the following list of suggestions:
 website
 short video
 short, recorded radio report
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Stage 1 Australian and International Politics 2017

supervised written argument
written or oral analytical report
 assignment comprising questions and short answers.

A presentation should be a maximum of 1000 words if written or a maximum of 6 minutes
if oral, or the equivalent in multimodal form.
For this assessment type, students provide evidence of their learning in relation to the
following assessment design criteria:
 knowledge and understanding
 research and critical analysis
 engagement and reflection
 communication.
PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E.
Each level of achievement describes the knowledge, skills, and understanding that
teachers refer to in deciding how well a student has demonstrated his or her learning on
the basis of the evidence provided.
During the teaching and learning program the teacher gives students feedback on their
learning, with reference to the performance standards.
At the student’s completion of study of a subject, the teacher makes a decision about the
quality of the student’s learning by:
 referring to the performance standards
 taking into account the weighting of each assessment type
 assigning a subject grade between A and E.
Teachers can use a SACE Board school assessment grade calculator to help them to
assign the subject grade. The calculator is available on the SACE website
(www.sace.sa.edu.au).
Stage 1 Australian and International Politics 2017
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Performance Standards for Stage 1 Australian and International Politics
-
Knowledge and Understanding Research and Critical Analysis Engagement and Reflection
Communication
A
Comprehensive knowledge and
understanding of elements of Australian
politics in an international context.
In-depth research and critical analysis of
political issues, using a variety of primary
and secondary sources.
Sophisticated communication of informed
observations and judgments on
contemporary political debates.
Insightful and well-informed
understanding of the Australian and other
systems of government.
Perceptive and logical identification of
relevance and bias, and thorough
acknowledgment of a wide variety of
sources.
Well-considered knowledge and
understanding of elements of Australian
politics in an international context.
Some in-depth research and critical
analysis of political issues, using different
primary and secondary sources.
Well-informed understanding of the
Australian and other systems of
government.
Logical identification of relevance and
bias, and accurate acknowledgment of a
variety of sources.
Considered knowledge and
understanding of elements of Australian
politics in an international context.
Competent research and critical analysis
of political issues, using different primary
and secondary sources.
Informed engagement in and reflection
on political concepts, ideas, and issues,
using primary sources.
Mostly clear communication of informed
observations and judgments on
contemporary political debates.
Informed understanding of the Australian
and other systems of government.
Mostly logical identification of relevance
and bias, and some acknowledgment of
different sources.
Considered reflection on the relationship
between politics, power, and decisionmaking.
Generally accurate use of political terms
and concepts.
B
C
Perceptive and well-informed
engagement in and reflection on political
concepts, ideas, and issues, using
primary sources.
Insightful reflection on the relationship
between politics, power, and decisionmaking.
Thoughtful and well-informed
engagement in and reflection on political
concepts, ideas, and issues, using
primary sources.
Clear reflection on the relationship
between politics, power, and decisionmaking.
Accurate and well-considered use of
political terms and concepts.
Convincing communication of informed
observations and judgments on
contemporary political debates.
Mostly accurate and considered use of
political terms and concepts.
Stage 1 Australian and International Politics 2017
Stage 1 Australian and International Politics 2017
-
Knowledge and Understanding Research and Critical Analysis Engagement and Reflection
Communication
D
Recognition and basic understanding of
elements of Australian politics in an
international context.
Recognition and some consideration of
easily accessible perspectives on political
issues.
Basic understanding of the Australian
and other systems of government.
Some identification of relevance or bias,
with some attempted acknowledgment of
sources.
Some engagement in and superficial
consideration of political concepts, ideas,
and issues, using one or more primary
sources.
Superficial communication of
observations and/or judgments on
contemporary political debates, with
limited reference to information.
Consideration of an aspect or aspects of
the relationship between politics, power,
and decision-making.
Inconsistent use of a narrow range of
political terms and concepts.
Identification and emerging awareness of
one or more elements of Australian
politics in an international context.
Limited consideration of one or more
easily accessible perspectives on political
issues.
Attempted identification and/or
description of a political concept, idea,
and/or issue.
Limited description of an aspect or
aspects of a contemporary political
debate.
Some awareness of the Australian and
other systems of government.
Description of limited information from
one or more sources.
Emerging awareness of an aspect or
aspects of the relationship between
politics, power, and decision-making.
Some attempted use of a very limited
range of political terms and concepts.
E
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ASSESSMENT INTEGRITY
The SACE Assuring Assessment Integrity Policy outlines the principles and processes
that teachers and assessors follow to assure the integrity of student assessments. This
policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE
Policy Framework.
The SACE Board uses a range of quality assurance processes so that the grades
awarded for student achievement in the school assessment are applied consistently and
fairly against the performance standards for a subject, and are comparable across all
schools.
Information and guidelines on quality assurance in assessment at Stage 1 are available
on the SACE website (www.sace.sa.edu.au).
18
Stage 1 Australian and International Politics 2017
SUPPORT MATERIALS
SUBJECT-SPECIFIC ADVICE
Online support materials are provided for each subject and updated regularly on the
SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning
and assessment plans, annotated assessment tasks, annotated student responses, and
recommended resource materials.
ADVICE ON ETHICAL STUDY AND RESEARCH
Advice for students and teachers on ethical study and research practices is available in
the guidelines on the ethical conduct of research in the SACE on the SACE website
(www.sace.sa.edu.au).
Stage 1 Australian and International Politics 2017
19
Stage 2 Australian and
International Politics
LEARNING SCOPE AND REQUIREMENTS
LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that
students are expected to develop and demonstrate through their learning in Stage 2
Australian and International Politics.
In this subject, students are expected to:
1. demonstrate knowledge and understanding of political concepts, ideas, and practices,
including participation, power, and government, in a range of different national and
international contexts
2. research and use a range of primary and secondary sources
3. critically analyse different views on complex issues
4. evaluate the ideas, structures, and procedures associated with various systems of
government
5. engage in and reflect on political concepts, ideas, and issues, using primary sources
6. reflect on the relationship between politics, power, and decision-making
7. communicate political ideas and information through reasoned, connected arguments,
using political terms and appropriate acknowledgment of sources.
CONTENT
Stage 2 Australian and International Politics is a 20-credit subject that consists of:
 four topics from the ‘Australian Politics’ section
 one topic from the ‘International Politics’ section.
By the end of the program in Stage 2 Australian and International Politics, students
should be able to recognise expressions of power and systems of decision-making as
elements of everyday life and to understand their own potential to influence and
participate in political processes in a range of contexts.
To facilitate this understanding, students study all four topics from the ‘Australian Politics’
section as a foundation for investigating politics at an international level in one of the
topics from the ‘International Politics’ section.
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Stage 2 Australian and International Politics 2017
Australian Politics
Students study all four of the following topics:
 The Australian Constitution and Federalism
 Political Representation, Parliament, and the Executive
 Voting and Elections
 Political Parties.
International Politics
Students study one topic from the following list:
 Global Citizenship
 Global Media
 Australian International Relations
 The United Nations and Human Rights
 The Politics of the Asia–Pacific Region
 The United States of America and World Affairs
 Comparative Political Systems.
Stage 2 Australian and International Politics 2017
23
Skills of Sources Analysis
The skills of interpreting, analysing, and evaluating a range of political sources are
developed in the ‘Australian Politics’ and ‘International Politics’ sections.
The sources used should be current and selected to enhance students’ political literacy
skills and their awareness of current political issues. Sources could include people,
cartoons, letters, editorials, electoral data, research documents, essays, speeches,
interviews, poll results, political promotions, and diaries. Students apply their information
literacy skills in researching and using sources. The selection and use of primary and
secondary sources will depend on the context of particular tasks. The following
framework is designed to help students to develop their skills of sources analysis.
Analysing Sources
Students can analyse a source for the following:
 Context: when, where, and who?
 Purpose: why and for what purpose was the source developed?
 Language: what are the nature and tone of the language used?
 Message: what message or messages are conveyed?
 Cultural messages: what cultural norms are derived, constructed, reinforced, or
challenged in the source?
 Inferences: what can be inferred from the source?
 Representations of difference: how is difference represented within the source?
 Selectiveness
– what has been left out or left unsaid?
– who is not present?
– whose view is not represented?
 Constructs of power: how are power relationships constructed or implied in the source?
Comparing Sources
Students can compare and contrast sources by:
 identifying similarities between the sources
 identifying differences between the sources, and the kinds of cultural and political ideas
that are produced because of the differences
 comparing the origin of the sources: author, date, form, and purpose.
Assessing Usefulness
Students can assess a source for its usefulness in understanding a political event,
activity, or argument by asking the following questions:
 How does the source guide the reader or audience to understand a political activity or
event?
 How can the source be used to help form an opinion, explain a point of view, or develop
an argument?
 How does understanding that the source is primary or secondary affect its perceived
usefulness?
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Stage 2 Australian and International Politics 2017

Whose opinions are represented and whose opinions are not represented?
How representative of opinions on an issue is the source?
 How does the source silence some opinions while privileging others?
 What are the limitations of the source for explaining an event or development?
 What other sources could be useful to support an explanation?

Evaluating Sources
Students can evaluate a source by asking the following questions:
 How is the reliability of the source affected by the views of those who created,
published, or promoted it; the events of the time; the form of the source; or the intent or
purpose of the source?
 When and why is bias in politics deliberate?
 Why might the source be considered reliable at one time and biased at another?
 How does evidence of bias in a source affect its usefulness?
Stage 2 Australian and International Politics 2017
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Australian Politics
Students examine the principles and practices inherent in the Australian system of
government in the context of past and present national and international governments.
They examine the extent to which this system enables citizens to participate in the
decision-making process. Students consider issues of social inclusion, gender, ethnicity,
and cultural diversity in the Australian political environment. These issues underpin
analyses of politics and underlying social structures in the Australian political
environment.
The Australian Constitution and Federalism
Students consider in detail:
 the basic values and principles that underpin the Australian Constitution and federalism
 the role of the Australian Constitution in determining the powers of the two major levels
of government (i.e. federal, and state or territory)
 the division and growth of power within the federation and the methods of resolving
issues
 current or recent issues in relation to the Australian Constitution and federalism.
Political Representation, Parliament, and the Executive
Students consider in detail:
 political representation, parliament, the executive, and the role of Cabinet (including the
function of parliament)
 the ideas of responsible government — representative government and the separation
of powers
 the extent to which citizens can influence parliament at the federal and state or territory
levels and participate at the local government level
 current or recent issues in relation to representative and responsible government.
Voting and Elections
Students consider in detail:
 the electoral system — a comparison of different voting systems
 compulsory voting and its impact on elections
 factors influencing electoral outcomes
 two or more recent elections.
Political Parties
Students consider in detail:
 political parties — ideology, pragmatism, policy, and practice
 the role of the major parties
 the impact of minor parties and independents
 political parties and independents in action today at federal, state or territory, and local
government levels.
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Stage 2 Australian and International Politics 2017
International Politics
The chosen topic should reflect the interests of students and give them an opportunity to
engage in contemporary international political debates. Students consider issues of
gender, ethnicity, and cultural diversity in international political environments.
These issues underpin analyses of politics and underlying social structures in different
parts of the world. Students should consider the topic in its historical context and in the
light of current or recent events.
Global Citizenship

Definitions of global citizenship
 Australians as global citizens
 Citizenship and activism
 Migration and citizenship
Global Media

Global and Australian media power and influence
Media rights and responsibilities
 Political agenda-setting in the media
 Alternative media perspectives

Australian International Relations
Australia’s relations with ‘great and powerful friends’
 Australia’s involvement in bilateral and multilateral agreements
 Australian views of the world and world views of Australia
 Australia’s involvement in current or recent international disputes

The United Nations and Human Rights

Origins and intentions of the Universal Declaration of Human Rights
War and human rights
 Women’s rights as human rights
 Special rights that protect minorities

The Politics of the Asia–Pacific Region

Diversity and unity in the region
 The progress of democracy in the region
 The possibilities of regional, cultural, political, and economic integration
 Australia’s role in the Asia–Pacific region
Stage 2 Australian and International Politics 2017
27
The United States of America and World Affairs
America — superpower to global hegemon
 The impact of 11 September 2001
 Various and alternative perspectives on American foreign policy
 Relations between America and Australia

Comparative Political Systems

The origins of the political systems in two countries
 The evolution of the political systems in two countries
 The impact of globalisation on the political systems of two countries
 Issues of participation and citizenship in the political systems of two countries
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Stage 2 Australian and International Politics 2017
ASSESSMENT SCOPE AND REQUIREMENTS
All Stage 2 subjects have a school assessment component and an external assessment
component.
EVIDENCE OF LEARNING
The following assessment types enable students to demonstrate their learning in
Stage 2 Australian and International Politics:
School Assessment (70%)
 Assessment Type 1: Folio (30%)
 Assessment Type 2: Sources Analysis (20%)
 Assessment Type 3: Investigation (20%)
External Assessment (30%)
 Assessment Type 4: Examination (30%).
Students should provide evidence of their learning through seven to ten assessments,
including the external assessment component. Students undertake:
 at least three assessments for the folio
 at least two sources analysis assessments
 one investigation
 one examination.
ASSESSMENT DESIGN CRITERIA
The assessment design criteria are based on the learning requirements and are used by:
 teachers to clarify for the student what he or she needs to learn
 teachers and assessors to design opportunities for the student to provide evidence of
his or her learning at the highest possible level of achievement.
The assessment design criteria consist of specific features that:
 students should demonstrate in their learning
 teachers and assessors look for as evidence that students have met the learning
requirements.
Stage 2 Australian and International Politics 2017
29
For this subject the assessment design criteria are:
 knowledge and understanding
 research, critical analysis, and evaluation
 engagement and reflection
 communication.
The specific features of these criteria are described below.
The set of assessments, as a whole, must give students opportunities to demonstrate
each of the specific features by the completion of study of the subject.
Knowledge and Understanding
The specific features are as follows:
KU1
Knowledge and understanding of political concepts, ideas, and practices.
KU2
Understanding of participation, power, and government in a range of different
national and international contexts.
Research, Critical Analysis, and Evaluation
The specific features are as follows:
RCAE1 Research and use of a range of primary and secondary sources.
RCAE2 Critical analysis of different views on complex issues.
RCAE3 Evaluation of ideas, structures, and procedures associated with various
systems of government.
Engagement and Reflection
The specific features are as follows:
ER1
Engagement in and reflection on political concepts, ideas, and issues, using
primary sources.
ER2
Reflection on the relationship between politics, power, and decision-making.
Communication
The specific features are as follows:
C1
Communication of political ideas and information through reasoned, connected
arguments.
C2
Use of political terms and appropriate acknowledgment of sources.
SCHOOL ASSESSMENT
Assessment Type 1: Folio (30%)
Students undertake at least three folio assessments that cover a range of aspects of
learning in the subject. At least two assessments should be formal written arguments and
at least one should have an international politics focus. Students apply their information
literacy skills in researching and using sources.
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Stage 2 Australian and International Politics 2017
Assessment forms could include the following:
 short-answer tests
 individual oral assessments (e.g. prepared presentations)
 collaborative oral assessments (e.g. role plays, group work, or seminars)
 formal written arguments.
A presentation should be a maximum of 1000 words if written or a maximum of 6 minutes
if oral, or the equivalent in multimodal form. Collaborative presentations could be allowed
relatively more time.
For this assessment type, students provide evidence of their learning primarily in relation
to the following assessment design criteria:
 knowledge and understanding
 research, critical analysis, and evaluation
 communication.
Assessment Type 2: Sources Analysis (20%)
Students undertake at least two sources analysis assessments, including one under
timed, supervised conditions, for which they are given a maximum of 90 minutes to
complete the assessment. One sources analysis assessment should have an
international politics focus.
Each sources analysis assessment should be written and should be a maximum of
1000 words.
Students interpret, analyse, and evaluate a range of primary and secondary sources in
relation to politics, power, government, and participation in different contexts. Students
compare at least two sources for each assessment and consider different political views
and complex arguments. Sources could include people, cartoons, letters, editorials,
electoral data, research documents, essays, speeches, interviews, poll results, political
promotions, and diaries. Content in the sources should focus on issues in the topics
studied.
For this assessment type, students provide evidence of their learning primarily in relation
to the following assessment design criteria:
 knowledge and understanding
 research, critical analysis, and evaluation
 communication.
Assessment Type 3: Investigation (20%)
Students undertake one investigation on a local, national, or international political issue of
personal interest. In consultation with the teacher, they select a recent political issue that
involves a range of views and some level of unresolved disputation. Before proceeding,
consideration should be given to the availability of adequate sources.
Students define the issue as well as the people involved and the standpoints they have
adopted. Students develop a hypothesis or focusing question(s) to guide their
investigation. They outline the scope of their investigation and plan their investigative
strategy (who, what, how, why, and where).
Stage 2 Australian and International Politics 2017
31
Students gather primary information, which may include opinions from those involved in
the issue; they determine who is responsible for the origins of the issue or who is affected
by it. Students apply their information literacy skills in researching and using a range of
primary and secondary sources. The different political views and complex arguments on
the issue are analysed, synthesised, and evaluated. Students argue their case as
informed, active citizens, using political terms and appropriate acknowledgment of
sources. They reflect on the relationship between politics, power, and decision-making.
The written report of the investigation should be a maximum of 2000 words.
For this assessment type, students provide evidence of their learning primarily in relation
to the following assessment design criteria:
 research, critical analysis, and evaluation
 engagement and reflection
 communication.
EXTERNAL ASSESSMENT
Assessment Type 4: Examination (30%)
Students undertake one 2-hour external examination that consists of two sections:
 Section A, which examines topics from the ‘Australian Politics’ section
 Section B, which examines topics from the ‘International Politics’ section.
Students are required to write two essays, one in Section A and one in Section B.
The following specific features of the assessment design criteria for this subject may be
assessed in the external examination:
 knowledge and understanding — KU1 and KU2
 research, critical analysis, and evaluation — RCAE2 and RCAE3
 communication — C1 and C2.
PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E.
Each level of achievement describes the knowledge, skills, and understanding that
teachers and assessors refer to in deciding how well a student has demonstrated his or
her learning on the basis of the evidence provided.
During the teaching and learning program the teacher gives students feedback on their
learning, with reference to the performance standards.
At the student’s completion of study of each school assessment type, the teacher makes
a decision about the quality of the student’s learning by:
 referring to the performance standards

assigning a grade between A and E for the assessment type.
The student’s school assessment and external assessment are combined for a final
result, which is reported as a grade between A and E.
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Stage 2 Australian and International Politics 2017
Stage 2 Australian and International Politics 2017
Performance Standards for Stage 2 Australian and International Politics
-
Knowledge and Understanding
Research, Critical Analysis,
and Evaluation
A
Comprehensive knowledge and
understanding of political concepts,
ideas, and practices.
Astute and in-depth research into and
use of a variety of highly relevant primary
and secondary sources.
Insightful and well-informed
understanding of participation, power,
and government in a variety of national
and international contexts.
Highly proficient critical analysis of
different views on complex issues.
Well-considered knowledge and
understanding of political concepts,
ideas, and practices.
Some in-depth research into and use of a
range of relevant primary and secondary
sources.
Well-organised engagement in and
thoughtful reflection on political concepts,
ideas, and issues, using primary sources.
Thoughtful and clear communication of
political ideas and information through
reasoned, connected arguments.
Well-informed understanding of
participation, power, and government in a
variety of national and international
contexts.
Proficient critical analysis of different
views on complex issues.
Well-informed reflection on the
relationship between politics, power, and
decision-making.
Mostly accurate and considered use of
political terms and appropriate
acknowledgment of sources.
Considered knowledge and
understanding of political concepts,
ideas, and practices.
Competent research into and use of
different primary and secondary sources.
Mostly organised engagement in and
considered reflection on political
concepts, ideas, and issues, using
primary sources.
Considered and generally clear
communication of political ideas and
information through reasoned, connected
arguments.
Informed reflection on the relationship
between politics, power, and decisionmaking.
Generally accurate use of political terms
and appropriate acknowledgment of
sources.
B
C
Informed understanding of participation,
power, and government in different
national and international contexts.
Concise and clear evaluation of ideas,
structures, and procedures associated
with various systems of government.
Convincing evaluation of ideas,
structures, and procedures associated
with various systems of government.
Competent critical analysis of different
views on complex issues.
Considered evaluation of ideas,
structures, and procedures associated
with various systems of government.
Engagement and Reflection
Communication
Constructive engagement in and
perceptive reflection on political
concepts, ideas, and issues, using
primary sources.
Astute and coherent communication of
political ideas and information through
reasoned, connected arguments.
Insightful reflection on the relationship
between politics, power, and decisionmaking.
Accurate and incisive use of political
terms and appropriate acknowledgment
of sources.
33
34
-
Knowledge and Understanding
D
Recognition and some basic
understanding of political concepts,
ideas, and practices.
Some basic understanding of
participation, power, and government in
different national or international
contexts.
E
Identification and some awareness of
political concepts, ideas, and practices.
Some awareness of participation, power,
and government in a national or
international context.
Research, Critical Analysis,
and Evaluation
Narrow research into and use of primary
and secondary sources.
Superficial consideration of different
views on issues, tending towards
description.
Some description of ideas, structures,
and/or procedures associated with
various systems of government.
Limited use of sources.
Description of one or more views on an
issue.
Recognition of one or more ideas,
structures, and/or procedures of
government.
Engagement and Reflection
Communication
Some engagement in and superficial
consideration of aspects of political
concepts, ideas, and issues, using
primary sources.
Some communication of political ideas or
information through description rather
than argument.
Consideration and description of an
aspect or aspects of the relationship
between politics, power, and decisionmaking.
Attempted description of an aspect or
aspects of political concepts, ideas, or
issues, using one or more sources.
Some awareness and attempted
description of an aspect or aspects of the
relationship between politics, power, and
decision-making.
Inconsistent use of a narrow range of
political terms, with some attempted
acknowledgment of sources.
Limited communication of political
information.
Some attempted use of a very limited
range of political terms.
Stage 2 Australian and International Politics 2017
ASSESSMENT INTEGRITY
The SACE Assuring Assessment Integrity Policy outlines the principles and processes
that teachers and assessors follow to assure the integrity of student assessments. This
policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE
Policy Framework.
The SACE Board uses a range of quality assurance processes so that the grades
awarded for student achievement, in both the school assessment and the external
assessment, are applied consistently and fairly against the performance standards for a
subject, and are comparable across all schools.
Information and guidelines on quality assurance in assessment at Stage 2 are available
on the SACE website (www.sace.sa.edu.au).
Stage 2 Australian and International Politics 2017
35
SUPPORT MATERIALS
SUBJECT-SPECIFIC ADVICE
Online support materials are provided for each subject and updated regularly on the
SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning
and assessment plans, annotated assessment tasks, annotated student responses, and
recommended resource materials.
ADVICE ON ETHICAL STUDY AND RESEARCH
Advice for students and teachers on ethical study and research practices is available in
the guidelines on the ethical conduct of research in the SACE on the SACE website
(www.sace.sa.edu.au).
36
Stage 2 Australian and International Politics 2017