Australian and International Politics Subject Outline Stage 1 and Stage 2

Australian and International Politics 2019 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, 2018, 2019 ISBN 978 1 74102 861 4 (online Acrobat PDF version) ref: A752294 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 2019 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. 2 Australian and International Politics 2019 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 2019 Subject Outline Stage 1 and Stage 2 3

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. 4 Australian and International Politics 2019 Subject Outline Stage 1 and Stage 2

Stage 1 Australian and International Politics

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 2019 7

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? 8 Stage 1 Australian and International Politics 2019

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 2019 9

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). 10 Stage 1 Australian and International Politics 2019

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 2019 11

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 12 Stage 1 Australian and International Politics 2019

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 RCA2 Research and critical analysis of political issues, using a range of primary and secondary sources. 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 2019 13

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 14 Stage 1 Australian and International Politics 2019

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 2019 15

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. Insightful and well-informed understanding of the Australian and other systems of government. In-depth research and critical analysis of political issues, using a variety of primary and secondary sources. Perceptive and logical identification of relevance and bias, and thorough acknowledgment of a wide variety of sources. 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. Sophisticated communication of informed observations and judgments on contemporary political debates. Accurate and well-considered use of political terms and concepts. B Well-considered knowledge and understanding of elements of Australian politics in an international context. Well-informed understanding of the Australian and other systems of government. Some in-depth research and critical analysis of political issues, using different primary and secondary sources. Logical identification of relevance and bias, and accurate acknowledgment of a variety of sources. 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. Convincing communication of informed observations and judgments on contemporary political debates. Mostly accurate and considered use of political terms and concepts. C 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. 16 Stage 1 Australian and International Politics 2019

- 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. Basic understanding of the Australian and other systems of government. Recognition and some consideration of easily accessible perspectives on political issues. 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. Consideration of an aspect or aspects of the relationship between politics, power, and decision-making. Superficial communication of observations and/or judgments on contemporary political debates, with limited reference to information. Inconsistent use of a narrow range of political terms and concepts. E 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. Stage 1 Australian and International Politics 2019 17

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 2019

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 2019 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. 22 Stage 2 Australian and International Politics 2019

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 2019 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? 24 Stage 2 Australian and International Politics 2019

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 2019 25

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. 26 Stage 2 Australian and International Politics 2019

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 2019 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 28 Stage 2 Australian and International Politics 2019

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 2019 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. 30 Stage 2 Australian and International Politics 2019