Subject description

Politics, Power, and People is a 10-credit subject or a 20-credit subject at Stage 1.

Politics, Power, and People is the study of how power is distributed and exercised in all levels of society. The subject explores ideas related to cooperation, conflict, crises, and the political intricacies of a government. Students develop an understanding of expressions of power and politics and the effect of these on individuals, schools, families, workplaces, communities, governments, law, media, and institutions in the commercial world. Through inquiry and reflection, students challenge their existing political understanding and move from ‘right or wrong’ thinking towards appreciating nuances that are ‘grey’. They explore abstract ideas, then put this learning into action as they move to understand the various themes and concepts related to politics, power, and people at local, state, national, and international levels. 

Students develop a broad understanding of political events and their effects through the integration of historical, legal, cultural, philosophical, geographical, and economic perspectives.

Students explore the themes by collaboratively critiquing political ideas and transferring their learning to other situations and cultural contexts. They explore the boundaries and conflicts between social power and civil disobedience. Case studies provide students with the opportunity to construct knowledge and to connect the contextual understanding of political structures with political theories. Students apply their understanding of elements of the Australian political system to a global context. They learn to understand why conflicts occur and the mechanisms used to negotiate and resolve these. Through the study of Politics, Power, and People, students begin to appreciate the complexity and diversity of approaches to solving local and global challenges related to human rights, equality, welfare, poverty, and the distribution of resources. 

Students develop skills in written and oral communication, critical and creative thinking, analysis, and conducting ethical, reliable, and valid research. These skills empower students to become active citizens, voters, and participants in local, national, and international communities. They explore how different systems of government offer varied opportunities for participation, and make informed decisions about the right to dissent and the limits of tolerance in relation to social justice, morals, and ethics. 

The investigations allow students to carry out in-depth research on the theme of their choice or an area of interest. They are encouraged to use a range of investigative methods (e.g. quantitative, qualitative, or mixed), using primary and/or secondary data. Students use political terms to articulate their understandings and justify their political reasoning.

At Stage 1, students develop their understanding of Politics, Power, and People through a compulsory theme: Understanding how politics works. Students also choose themes from the option theme section — one theme for a 10-credit subject and two themes for a 20-credit subject.

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 capabilities, particularly those for critical and creative thinking, ethical understanding, and personal and social capability, are reflected in the learning requirements, content, assessment design criteria, and performance standards of Politics, Power, and People.

The SACE identifies seven capabilities.

Literacy

Students extend and apply their literacy capability by, for example:

• researching, reading, and analysing sources of information related to aspects of contemporary Australian and global political systems and issues
• identifying, organising, and analysing political sources that represent multiple perspectives
• evaluating and understanding the power and use of language from various sources
• communicating information, concepts, and ideas related to politics
• considering a range of perspectives to identify intent, bias, facts, and opinions, and exploring how language and images can be used to represent meaning about political issues
• communicating information, concepts, and ideas related to politics
• articulating, discussing, and evaluating their thoughts through different modes of communication
• justifying points of view about controversial issues within the contexts of social power and civil disobedience
• developing skills in advocacy
• investigating and making informed comments about political events, using evidence to support their conclusions.

Numeracy

Students extend and apply their numeracy capability by, for example:

• interpreting and presenting information in numerical and graphical form
• investigating, comparing, and analysing the voting and results process
• examining metrics and key indicators to track political parties, their policies, and leadership approval ratings
• researching and using quantitative and qualitative data to recognise the impact of changing demographics on politics, electoral boundaries, and party loyalties
• exploring and interpreting statistical information to learn the limitations of such interpretations in gaining a holistic view
• representing quantitative data from primary research in order to create graphs and charts that represent potential political outcomes
• interpreting data to make meaning of past and present information (for example, by using digital timelines), to help understand why present political events occurred
• analysing information to predict political results and key trends.

Information and communication technology (ICT) capability

Students extend and apply their ICT capability by, for example:

• retrieving information and participating in digital public spheres such as interactive online learning platforms
• developing the knowledge and skills to use digital technologies in order to analyse patterns from data sets over time
• using social media or other platforms to responsibly participate, collaborate, communicate, and share information with peers about political viewpoints
• exploring opportunities presented by digital or emerging technologies to connect and analyse with diverse political perspectives
• exploring the limitations of ICT that can lead to social exclusion, a digital divide, and the spread of misinformation
• proposing, organising, and presenting strategies for collective action digitally, using multimodal elements.

Critical and creative thinking

Students extend and apply their critical and creative thinking capability by, for example:

• engaging in contemporary global debates and exploring the implications of globalisation in political contexts
• using inquiry skills to assess the accuracy, clarity, depth, breadth of treatment, and relevance of information
• questioning and challenging their assumptions and the validity and reliability of sources of information, and developing a political argument using valid and reliable evidence
• developing their ability to interpret inferences and meaning, and appreciating the nature of politics as they examine the structure of arguments to evaluate the claims made
• understanding the underlying political issues that hinder progress towards new solutions, to develop creative and defensible strategies to improve decision‑making processes
• using high‑level reasoning skills to develop their metacognitive thinking, in order to examine issues related to power and to propose appropriate and innovative courses of action.

Personal and social capability 

Students extend and apply their personal and social capability by, for example:

• developing a personal political identity and position in relation to political and moral issues by learning about themselves and others
• developing and applying personal, interpersonal, and social skills through collaborative teamwork
• managing, appreciating, and respecting various perspectives and the autonomous thinking of others when contributing to civil society
• analysing the underpinning social structures in Australian and global political environments while considering issues related to social inclusion
• recognising their own emotions and developing empathy for others when considering the impact of political discourse on members of the community
• developing reflective practice, personal responsibility, and self‑discipline as they make informed and responsible decisions and transform these into actions
• appreciating diverse perspectives, and becoming sufficiently empowered to advocate and contribute to solutions to local and global issues.

Ethical understanding

Students extend and apply their ethical understanding capability by, for example:

• considering how they can contribute to a civilised and democratic society
• engaging with ethical concepts, taking a moral position, and developing the critical and collective responsibility that underpins political ethics
• using appropriate, ethical, and safe research processes to evaluate their findings against criteria related to human rights, citizenship, economic prosperity, social advancement, and environmental conservation
• observing appropriate protocols when communicating with members of the community, in order to explore political and ethical issues and learn to be accountable for decisions that they make as members of a democratic community
• examining the shared beliefs, values, rights, and responsibilities relating to citizenship, in the context of diversity.

Intercultural understanding

Students extend and apply their intercultural understanding capability by, for example:

• engaging with issues of cultural diversity and developing an understanding of how this influences decisions within a range of political systems
• developing an understanding of the cultural factors that shape their own perceptions and values — and those of others — through comparative case studies
• developing their ideas and values through cultural and community engagement, and developing an understanding of how their actions impact others and the future
• exploring the political systems of Aboriginal and Torres Strait Islander peoples
• cultivating empathy as global citizens in order to improve the quality of their lives and the lives of others, while discovering commonalities and developing the courage to transform their beliefs.

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 high-quality 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.  

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 Politics, Power, and People.

In this subject, students are expected to:

1. understand and analyse political concepts and the interconnectedness of Australian politics and the world
2. apply inquiry skills to compare, analyse, and evaluate political issues and perspectives
3. make judgments and propose solutions to political issues, considering factors such as the social climate, political structures, and perspectives 
4. communicate ideas and arguments using a range of evidence and subject specific language
5. develop independent and collaborative communication skills to express political ideas and opinions.

Content

Politics, Power, and People is a 10-credit subject or a 20-credit subject at Stage 1.

A 10‑credit subject consists of:

• compulsory theme: Understanding how politics works
• at least one option theme.

A 20‑credit subject consists of:

• compulsory theme: Understanding how politics works
• at least two option themes.

Compulsory theme: Understanding how politics works 

This compulsory theme consists of four inquiry questions that introduce fundamental concepts in the study of politics.

The four inquiry questions are:

1. What is politics?
2. What is Australian politics?
3. How different are the political parties in Australia?
4. In what ways does your vote count?

Students explore how politics works — a concept that is highly contested. They explore the nature of power and the implications that this might have for the study of politics. Students develop an understanding of the competing definitions of politics in relation to the exercise of power and decision-making. They compare the meaning of participation in different political systems, and explore how political ideas are represented through political parties.

In addressing inquiry question 1: ‘What is politics?’, students may consider:

• power and decision‑making
• the history and role of a nation‑state
• political systems
• political ideologies.

Students explore the range of forms of power: from those that they encounter in their everyday lives through to the levels of power on the local, national, and international stages. Using the lens of active citizenry, students consider where power lies and how power can be gained and lost. Students explore the characteristics of a nation state and develop a working definition of this concept. They explore the concepts of the political compass and develop knowledge on its application in a range of contemporary national political systems.

In addressing inquiry question 2: ‘What is Australian politics?’, students may consider:

• the Australian Constitution
• the federal political system
• the interrelationships between, and comparative power of, the tiers of government
• the separation of powers.

Students explore key underpinning ideas in Australian politics, such as the nature of the Australian Constitution (along with its strengths and weaknesses) and the implications for modern Australia. They develop an understanding of the workings and unique nature of Australian parliaments over time while considering our interpretation of Montesquieu’s separation of powers. Students explore the origin, nature, and implications of the federal system in an Australian context. They also consider state and local political systems and the relationships between the federal, state, and local levels of government.

In addressing inquiry question 3: ‘How different are the political parties in Australia?’, students may consider:

• major parties
• minor parties
• independents
• a comparative study of the Australian party system with another country.

Students explore the changing nature of political parties in Australia and appreciate the key values and ideologies advocated by the different political parties. They explore the policies and actions taken by political parties and independents by analysing the complex nature of decision‑making. Students reflect on the role of ideology and pragmatism in decision‑making, and the need for party identity to appeal to changing constituencies. Students gain an understanding of the party system in Australia and the complex relationship between the major and minor parties.

In addressing inquiry question 4: ‘In what ways does your vote count?’, students may consider:

• the federal voting system
• the voting systems of different states
• factors that influence the outcome of elections
• case studies.

Students explore how elections symbolise the practice of democracy.  Elections can change a country, and voting is a powerful way for citizens to make their voice heard and be part of decision‑making. Students reflect on the debates around compulsory voting. Understanding the voting mechanisms used in different parliamentary systems supports students in gaining an appreciation of how they can harness their political voice through voting. Furthermore, students evaluate the factors that influence the outcomes of elections, and the key factors that determine the way people vote.
 

Option themes 

Each option theme consists of four inquiry questions, and allows students to develop their knowledge of political systems and practices in the context of a specific political situation or circumstance. The option themes are not intended to be prescriptive. Teachers should use their own knowledge and resources to develop suitable option themes that build on students’ interests. Teachers should guide students to consider social characteristics that may be central to the option theme, such as gender, race, ethnicity, religion, and socio-economic and professional status.

In consultation with students, teachers select one option theme for a 10‑credit subject and two option themes for a 20‑credit subject.

The following option themes are available:

• Option theme 1: The game of sport and politics
• Option theme 2: Religion and politics: allies or foes
• Option theme 3: Australian media: entertainer or informer
• Option theme 4: Breaking barriers for women in politics: the struggle for visibility and voice
• Option theme 5: Migration and membership: the politics of its meaning
• Option theme 6: Reimagining our future.

Option theme 1: The game of sport and politics

In this theme, sport is explored as a powerful means of creating collective political and social identity. Sport is embedded within the local and national cultural character and has a strong influence on social and political behaviour. The physical games played in sport do not exist in isolation, but rather are influenced by political and social perspectives.

The four inquiry questions are:

1. How far can politics and sport be separated?
2. To what extent can sport be a powerful catalyst for political change?
3. Can gender politics create equality in sport?
4. Should Australian sport be independent of political influence?

In addressing inquiry question 1: ‘How far can politics and sport be separated?’, students may consider:

• political identity and sport
• soft power and the economics of sport
• sports personalities as politicians
• sporting nationalism on the international stage. 

Students may explore how sport becomes a powerful means of displaying a nation’s achievements, values, and identity. They investigate the concept of soft power and how sport for diplomatic purposes is applied in international relations. Intertwined in the world of sport is the concept of nationalism, which may involve political goals, the ethos of sport, national pride, solidarity, rivalry, and violence. Students examine how politicians use sport to endear themselves to the public, and consider the impact that this has on domestic politics and foreign affairs. Students explore the revitalisation of activism in sport, such as when sporting personalities become politicians.

In addressing inquiry question 2: ‘To what extent can sport be a powerful catalyst for political change?’, students may consider:

• sporting diplomacy in international relations
• political protests
• sport as a unifying political force
• case studies of politics in sport.

Students may explore the power of sporting diplomacy and how, through collaboration among nations, national interests are advanced. They examine how sporting diplomacy empowers a nation’s sport to be represented globally and also builds links with other nations to maximise trade, tourism, and investment opportunities. Students analyse how sport becomes a platform for athletes to articulate their ideas related to race, gender, money, faith, and nationality. In addition, they explore how sport can be a unifying tool for peace in the world, as it promotes universal values that transcend language and culture.

In addressing inquiry question 3: ‘Can gender politics create equality in sport?’, students may consider:

• feminism in sport and political change
• pay-gap debates in professional sport
• gender inequality in media coverage of sport
• LGBTQIA+ athletes and equality in sporting competitions.

Students analyse socially constructed terms such as sexism, discrimination, and regulation. Students engage with the idea of equality in a sport in which fairer pay and better treatment are advocated. They explore how females in sport are underrepresented in the media relative to males, and examine the idea that male athletes are more marketable. Students examine the implications of sexism in sport on gender stereotypes.

In addressing inquiry question 4: ‘Should Australian sport be independent of political influence?’, students may consider:

• the role of sport in Australian society
• sport as a political platform
• government funding of sport
• sport in education.

Students may explore how sport enables the creation of a distinct Australian identity that demonstrates national values such as mateship, ‘having a go’, fair play, and egalitarianism. Sport may be seen as a metaphor for an Australian society that demonstrates the concepts of equality, dignity, and inclusiveness. Students examine how sport becomes a powerful political platform — where both political and social activism can strengthen and unify communities and nations — or can become a point of contention that promotes division and conflict. Students analyse the role of government funding and support programs in promoting physical activity and international sporting competitiveness.

Option theme 2: Religion and politics: allies or foes

In this theme, students explore the complexity of the relationship between religion and politics. They examine the intricacies of how the constructs of power use various types of diplomacy to win public support. Students further analyse how the relationship between religion and politics benefits and undermines people and power.

The four inquiry questions are:

1. To what extent do religious organisations influence politics?
2. How far is freedom of religion politically protected in Australia?
3. Does Australia have a complete separation of church and state?
4. Does religion both divide and unite the world?

In addressing inquiry question 1: ‘To what extent do religious organisations influence politics?’, students may consider:

• religious organisations in Australia, and their political goals
• interest groups and their political influence
• representation and religiosity
• a case study of religious groups and Australian political parties.

Students explore religion as an instrument in politics. Students analyse laws in relation to the concepts of moral obligation and freedom of religious expression. They examine the political influence of interest groups and the church, and their influence in shaping the political views of the government or acting as partners in implementing government policies. Students explore religiosity, a concept which is highly fluid in relation to self‑identification and representation.

In addressing inquiry question 2: ‘How far is freedom of religion politically protected in Australia?’, students may consider:

• legislative protections for religion and expression
• conventions and protections of religion
• freedom of — or from — religion
• the current religious protections.

Students may examine Australia’s efforts to promote and protect freedom of religion and belief by analysing issues such as the sources and nature of religious intolerance, the extent of religious freedom, implications of intolerance, and measures for improvement. Students may explore the benefits and shortcomings of religious freedom in the wake of current legislative protection for religion, anti‑religious, and discrimination laws and in the Australian Constitution. They analyse the role of the Australian government and non‑government organisations in promoting and protecting religious freedom and belief.

In addressing inquiry question 3: ‘Does Australia have a complete separation of church and state?’, students may consider:

• the separation of church and state
• outcomes of a secular parliament
• religion and Australian politicians
• a comparative overseas case study.

Students explore the importance of separating church and state and the implications for governmental policies and the community. Students may examine the extent that the government’s inclusivity approach delivers religious freedom and fairness or otherwise, using one of the following lenses: secularism, disestablishmentarianism, religious liberty, or pluralism. Students consider the struggle between secularism and religious freedom in multicultural Australia. They evaluate the outcomes of a secular parliament in relation to equity, diversity, xenophobia, racism, and marginalisation of communities. Students analyse how politicians’ beliefs might mould their political personas and stances.

In addressing inquiry question 4: ‘Does religion both divide and unite the world?’, students may consider:

• religious homogeneity in Australia
• religion and ethics
• religion as a source of both unity and division in Australia
• religion as a source of global harmony and discord.

Students explore the connection between religious diversity and Australia’s growing cultural diversity. Students examine how social and political systems navigate freedom of religion and speech, and analyse the spectrum of views about how religion and ethics are related. Students examine religion as a source of division or unity in Australia, and explore the renewed interest in religious extremism and the security issues that lead to global conflict.

Option theme 3: Australian media: entertainer or informer

In this theme, students gain an appreciation of the power of information and of the media’s role in disseminating, shaping, and presenting information. Students develop an understanding of the impact that the rise of electronic and digital media has had on contemporary politics. Students learn to become critical consumers of information and are challenged to analyse media content for bias, purpose, and political manipulation. They develop their understanding of the limitations and challenges faced in contemporary political journalism, and the impact that these have on the quality and diversity of information that is published. Students also explore the impact that these limitations and challenges have on public opinion and the extent to which people are informed.

The four inquiry questions are:

1. To what extent is political reporting biased?
2. Is the media a defender of freedom of speech?
3. Can the major challenges to political reporting in Australia be solved?
4. Can Australian political ‘journalism’ be trusted?

In addressing inquiry question 1: ‘To what extent is political reporting biased?’, students may consider:

• the purpose and power of political journalism
• media bias and its forms
• social media platforms and the power of opinion
• comparative case studies.

Students may explore the overwhelming amount of political reporting through social media platforms and other traditional forms of media. They critically examine how this ‘information’ has the profound power to shape ideas, beliefs, world views, and policy. Students also evaluate the implications of political reporting that is dominated by bias, opinion, entertainment‑based reporting, and reporting that lacks journalistic integrity. Students develop their ability to critically analyse reports produced by the media and to recognise credibility, bias, and purpose. Through the analysis of comparative case studies, students develop their understanding of professional integrity in journalism and the integral role that political reporting plays in political systems. Students may also consider historical case studies, or those that compare or analyse media in different countries.

In addressing inquiry question 2: ‘Is the media a defender of freedom of speech?’, students may consider:

• freedom of speech and expression
• the role of freedom of speech in Australian democracy
• the accountability of political institutions
• contemporary case studies.

Students consider the role of freedom of speech as an underpinning human right that is essential to democratic societies. Students consider the media’s role in advocating freedom of speech, and explore emerging threats to this freedom. They examine the independence of the press and the impact that this has on reporting and the accountability of governments in a range of global locations. Students examine the debate around defamation, freedom of speech, and political correctness, in order to understand the reliability of media. Students use case studies to examine where the media has used its essential right to challenge contemporary thinking or where it has been restricted from reporting the truth when it criticises the action of individuals, powerful groups, or governments.

In addressing inquiry question 3: ‘Can the major challenges to political reporting in Australia be solved?’, students may consider:

• media concentration and centralisation
• the degree of censorship
• the role of whistleblowers
• contemporary case studies.

Students consider the power of the press and the extent to which mass media can manipulate the minds of the masses and change political discourse. Students explore diversity within the media and the concentration of media ownership in Australia, and the subsequent power that these entities accumulate. Students evaluate other challenges to balanced political reporting, such as the degree of censorship in different societies. They analyse the concept of accountability, the role of whistleblowers, and how social media empowers ordinary people. Case studies are used to explore how whistleblowers have shed light on areas of corruption and deception, or how media moguls have used their power to pursue their political agenda and influence political outcomes.

In addressing inquiry question 4: ‘Can Australian political ‘journalism’ be trusted?’, students may consider:

• the nature of news in contemporary Australia
• the 24‑hour news cycle
• platforms for political spin
• opinion polls and political reactions.

Students consider the changing landscape of political ‘journalism’ and how this affects the reliability and rigour of political reporting. Students evaluate the impact of the pressure for reporting entities to create new content and to constantly attract viewership. Furthermore, students explore how reporters and politicians use platforms to push their political agendas and spin political content. Students investigate how opinion polls influence the actions of political parties and shape political bias and outcomes. Students critique the accuracy of polls and their limitations. They analyse the impact that these factors have on the political narrative, and evaluate whether Australians can access trustworthy information through the media in order to make informed political choices.
 

Option theme 4: Breaking barriers for women in politics: the struggle for visibility and voice

In this theme, students examine the progression of gender equality in Australia and the world. Students explore past and present barriers and consider a range of strategies through which to advocate for and act on gender equality issues. Students investigate ways in which gender inequalities are perpetuated through the societal structures and barriers that are embedded in our everyday lives. In addition, students challenge their world view in order to rethink cultural norms and practices that contribute to inequality.

The four inquiry questions are:

1. To what extent are women the repressed majority in Australia?
2. How did the suffrage movement progress?
3. Are women recognised and heard?
4. Is the glass ceiling for women still a reality in society today?

In addressing inquiry question 1: ‘To what extent are women the repressed majority in Australia?’, students may consider:

• the South Australian experience
• parliamentary and party inequality
• female power and decision‑making beyond parliament
• selected international case studies.

Students may consider the experience of South Australian women who were first being legislated to vote. Students reflect on the reasons for the decline in female activism in politics, and examine the contemporary situation in which new barriers to equality in representation in politics at various levels have appeared. Students examine examples of outstanding female national leaders amid direct or indirect global repression.

In addressing inquiry question 2: ‘How did the suffrage movement progress?’, students may consider:

• the first wave of feminism
• subsequent waves of feminism
• evolution of tactics used in selected countries
• global areas of minimal progress.

Students trace the development of the struggle and the associated sacrifices of universal suffrage in Australia, the United Kingdom, and the United States. Students review debates around equality and the changing methods used to highlight and nominally end discrimination. They assess the effectiveness of the changing tactics employed to advance the suffrage movement. Students consider contemporary non‑Western and Western geographic areas of little progress — not only in less economically developed countries, but also in the more economically advanced countries.

In addressing inquiry question 3: ‘Are women recognised and heard?’, students may consider:

• daily experiences of discrimination
• significant inspirational literature
• past and current global voices
• Indigenous leadership figures.

Students may examine the overt and covert discriminatory practices affecting women’s lives, and reflect on challenges faced by women in making their voices heard. Students examine examples of written and digital works by female authors that challenge views on gender stereotypes. In addition, they review the impact of significant past and current global leaders, both male and female, as beacons of light in global darkness. Students examine case studies of Aboriginal leaders who have influenced change within and beyond their communities.

In addressing inquiry question 4: ‘Is the glass ceiling for women still a reality in society today?’, students may consider:

• women in political leadership
• the role of Australian parliaments in addressing the issue
• glass escalators and the bamboo ceiling
• the entertainment industry.

Students may investigate the extent to which women have achieved equality in positions of power, both inside and outside parliaments. Students investigate the acknowledged metaphor of a glass ceiling in a diverse range of areas in the wider community, including contemporary cases in the entertainment industry. Students explore reasons for the ongoing gender inequalities in Australian parliaments. They question current proposals, and suggest innovative solutions to reverse gender imbalances. Students explore discriminatory practices in a range of situations both in Australia and overseas, particularly in Asia and Africa.

Option theme 5: Migration and membership: the politics of its meaning

In this theme, students consider the political impacts of the movement of people on the countries of origin and countries of destination. Students explore how diaspora politics shapes international politics and the relationships between countries. Students review the changing nature, increasing importance, and impact in a range of specific locations, with a focus on the electoral demography and policies of the political parties in Australia.

The four inquiry questions are:

1. To what extent does diaspora politics exist?
2. Why is diaspora politics continually changing?
3. To what extent has diaspora politics shaped international politics?
4. How has diaspora politics shaped Australian politics?

In addressing inquiry question 1: ‘To what extent does diaspora politics exist?’, students may consider:

• the definition of diaspora politics
• the changing nature of diaspora politics
• implications of the impact of diaspora politics
• a case study of early examples of the diaspora and its evolution.

Students may investigate some of the implications of the transnational nature of diaspora politics, and consider these in an era of globalisation and evolving cultural identities in postmodern societies. In addition, they reflect on the identifiable and subtle impacts that diaspora has on a diverse range of global locations. Students reflect on the origin of the term and on historically relevant examples that have had a lasting impact on global politics. They also continue to explore the modern interpretations of diaspora through the lens of the contemporary experience of the people.

In addressing inquiry question 2: ‘Why is diaspora politics continually changing?’, students may consider:

• dissemination of information through technology
• the ease of human mobility
• global economic interdependence
• societal integration.

Students consider the view that the movement of a skilled migrant workforce facilitates the adoption of foreign technologies and economic growth in the country of origin, in a range of areas including remittances. Students assess the impact of the ease of human mobility on the accelerating pace of migration. They analyse the disputed concept that the receiving country benefits through the diversity and dissemination of cultures, while acknowledging the difficulties that potential racism causes for social integration.

In addressing inquiry question 3: ‘To what extent has diaspora politics shaped international politics?’, students may consider:

• the impact of the diaspora on the politics of the country of origin
• the influence of the diaspora on the politics of the country of destination
• contrasting political strategies for managing international migration
• case studies.

Students may consider the impact of the movement of people within their home countries and abroad. Using specific case studies, students investigate the two‑way transfer of knowledge and finances. They investigate examples of the political management of people moving between countries, and compare government policies that encourage or discourage migration. Students reflect on the narrow and broad consequences of migration, from the family to the development of global networks.

In addressing inquiry question 4: ‘How has diaspora politics shaped Australian politics?’, students may consider:

• examples of diaspora in Australia
• the electoral impact of changing demographies
• economic and industrial policy
• foreign and immigration policy.

Students may consider the diversity of impacts that diaspora politics brings to Australian politics, and the implications of diaspora politics on the major and minor parties. Students reflect on the impacts of diaspora politics on specific national, regional, and international policies that are adopted or altered to accommodate changing and numerically significant demographics. Students consider the regional impacts of concentrated pockets of specific groups, and consider the comparative impacts in urban and rural areas of this cohort. They investigate how various government policies attract or repel different groups.

Option theme 6: Reimagining our future

In this theme, students reimagine the future of the world. Students consider the kind of future they foresee by considering pressing challenges such as climate change, social injustice, sustainability, global peace, and threats to public health. Students explore the current nature of problems, identify key causes, and critically evaluate systemic and conceptual problems that contribute to sustaining global challenges. Students think innovatively in order to rethink current political practices and find new solutions.

The four inquiry questions are:

1. What are the biggest global political concerns?
2. To what extent can political and economic institutions bring real change?
3. To what extent is collective action between countries a ‘game‑changer’?
4. Does the world need new solutions?

In addressing inquiry question 1: ‘What are the world’s biggest global political concerns?’, students may consider:

• managing peace and conflict
• climate change and environmental conservation
• inequalities and human rights
• public health and disease management.

Students seek to identify the biggest contemporary threats to global peace, sustainability, and humanitarian equality. They examine global concerns and reflect on the factors that contribute to perpetuating and escalating these problems. Students review the role, power, effectiveness, and actions of national, regional, and international agencies in their quests for peace. Students seek to provide solutions to the questions that arise from political, economic, geographic, and social inequalities. They assess the concept that climate change is an individual dilemma and a governmental dilemma, at both national and global levels. Students explore the current political action or inaction around tackling these challenges.

In addressing inquiry question 2: ‘To what extent can political and economic institutions bring real change?’, students may consider:

• global political institutions
• global economic institutions
• non‑government organisations
• case studies.

Students may, as members of the global community, recognise the need for meaningful, sustained action and global approaches. Students are encouraged to review such issues as international cooperation, solidarity, and the development of shared approaches to bring meaningful change. Students seek to understand the purposes and functions of political, economic, and non‑government institutions in tackling international problems. They reflect on specific case studies as examples of successful and failed actions and policies. They also consider the power and limitations of these entities.

In addressing inquiry question 3: ‘To what extent is collective action between countries a ‘game‑changer’?’ students may consider:

• powerful players/countries
• cooperation between countries and institutions
• mechanisms for collective action
• barriers to collective action.

Students may consider the action taken by countries to tackle world issues. Students explore cooperative efforts between nations and institutions to improve world problems, and also analyse the impact of the actions taken by individual influential countries and/or blocs of countries. Students use case studies to assess the impact of collective action and reflect on conflicting interests between nations, lack of governance, and limited access to resources. Students assess the claim that all countries should be free to govern with unimpeded national sovereignty.

In addressing inquiry question 4: ‘Does the world need new solutions?’, students may consider:

• limitations of the current solutions
• trailblazers who are finding workable solutions
• applying new solutions to global politics
• future issues and their prevention.

Students reimagine a future, focusing on new approaches and ways of thinking. They challenge their assumptions when finding new political approaches to tackle pervasive global problems. Students draw inspiration from innovators, from those who are leading progress, and from inspirational Aboriginal and Torres Strait Islanders. Students look to the past for examples of success at both micro and macro levels and analyse the reasons for success. They reflect on the power of the individual to make positive change in a global world. Students develop an understanding of how governments and commercial entities have traditionally approached challenges, and then identify approaches that need to be reimagined on order to create new futures.

Skills of sources analysis

The sources used should be current and selected to enhance students’ political literacy skills and awareness of current political issues. Sources could include cartoons, letters, editorials, electoral data, research documents, essays, speeches, interviews, poll results, political promotions, and diaries. Students apply their information literacy, numeracy, and ICT skills in researching and using sources. The use of primary sources is encouraged where possible. The following framework is a guide to help students develop their skills of sources analysis.

Analysing sources

Students can analyse a source by considering:

• context — when did it happen? Where did it happen? Who was involved?
• purpose — what was the purpose of creating the source?
• language — how do the nature and tone of language influence the reader?
• ideas — what ideas(s) are conveyed?
• cultural messages — what cultural norms are derived, constructed, reinforced, or challenged in the source?
• inferences — what can be inferred from the source?
• comparison — how are differences and similarities represented within one or more sources?
• selectivity — what has been left out or left unsaid? Who is not present? Whose views are not represented?
• constructs of power — how are power relationships constructed in the source?
• reflection — what can you learn from examining the source? What more do you want to know? How can you find out?
   

Comparing sources

Students can compare and contrast sources by considering:

• the origins of the sources — what do the authors, dates, forms, tone, and purpose of the sources have in common and how do they differ? 
• content — do the political ideas presented in the sources conflict or concur? 
• biases — are biased statements and total inaccuracies evident?
• interpretation — how is the same political event portrayed in different sources?
• new evidence — how does new evidence change how we view a political event?

Assessing usefulness

Students can assess a source for its usefulness in understanding a political event, activity, or argument by considering:

•  propagandist or balance — how does the source help the audience to understand a political activity or event?
• source or evidence — how can the source help form an opinion, explain a point of view, or develop an argument?
• natural or unintentional bias — does the nature of a source (primary or secondary) affect its perceived usefulness?
• facts or opinion — whose opinions are represented? Whose opinions are not? Does the source convey an inclusive representation of opinion? 
• distortion — how does the source silence some opinions while privileging others?
• selection or omission — how useful is the source in developing the reader’s knowledge of the event or issue?

Evaluating sources

Students can evaluate a source by considering:

• the origin of the source — who created, published, or promoted it? Where was it created, published, or promoted? Is it published by a credible and reliable source? Is the information supported by evidence? Is the tone balanced?
• author’s credentials — is the author qualified to write on the subject? Is the author affiliated with a recognised research institution?
• purpose — why has this work been produced? Who is the audience?
• bias — how does the evidence of bias in a source affect its usefulness? When and why is bias in politics deliberate? Can other literature verify information on the same topic?
• chronology — why might the source be considered reliable at another point in time, yet biased at another?

Evidence of learning

Assessment in Stage 1 is school based.

The following assessment types enable students to demonstrate their learning in Stage 1 Politics, Power, and People:

• 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 assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• two assessments for the folio
• one sources analysis
• one investigation.

For a 20‑credit subject, students should provide evidence of their learning through six to eight assessments. Each assessment type should have a weighting of at least 10%. Students undertake:

• at least three assessments for the folio
• two source analysis
• 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 they need to learn
• design opportunities for students to provide evidence of their 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:

• critical and creative thinking
• communication and collaboration
• understanding and ethical reasoning
• research and analysis.

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.

Critical and Creative Thinking 

The specific features are as follows:

Communication and Collaboration 

The specific features are as follows:

Understanding and Ethical Reasoning 

The specific features are as follows:

Research and Analysis 

The specific features are as follows:

School assessment

The school assessment component for Stage 1 Politics, Power, and People consists of three assessment types:

• Assessment Type 1: Folio
• Assessment Type 2: Sources Analysis
• Assessment Type 3: Investigation.

Assessment Type 1: Folio

For a 10‑credit subject, students undertake two assessments for the folio. One assessment task should have a collaborative element.

For a 20‑credit subject, students undertake at least three assessments for the folio, including at least one assessment task that has a collaborative element.

The assessment may take a variety of forms, including but not limited to:

• a debate on a key issue
• a scripted role play or mock parliament
• commentary on a current political issue
• a short‑answer assignment
• an excursion report
• a supervised, formal written argument
• an individual or group presentation selected from a range of forms (e.g. public address, multimodal presentation, policy proposal, political campaign address, blog entries, online journals, digital portfolio, or web page) and delivered 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 in relation to the following assessment design criteria:

• critical and creative thinking
• communication and collaboration
• understanding and ethical reasoning.

Assessment Type 2: Sources Analysis

Students undertake one sources analysis for a 10‑credit subject and two sources analysis for a 20‑credit subject. 

Students analyse a maximum of five different 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 collaborative activity.

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 in relation to the following assessment design criteria:

• research and analysis
• critical and creative thinking
• understanding and ethical reasoning.

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 any of the option themes.

The assessment may take a variety of forms, including but not limited to:

• a website
• a video
• a recorded radio report
• a written or oral analytical report
• an email to a member of parliament
• a proposal for political action or change.

An investigation 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:

• critical and creative thinking
• communication and collaboration
• research and analysis.

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 students have demonstrated their 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.

Performance standards

Stage 1 performance standards for Politics, Power, and People can be viewed below. You can also download in Word format [DOC 29KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades. 

Summary of subject changes for 2022

These changes will be incorporated into the subject outline in January 2022.

Compulsory Theme: Understanding How Politics Works

Under 'In addressing inquiry question 1', add the following sentences:

• 'Students explore the characteristics of a nation state and develop a working definition of this concept. Students explore the concepts of the political compass and develop knowledge on its application in a range of contemporary national political systems'.

Under 'inquiry question 4', add:

• 'Students reflect on the debates around compulsory voting'.