How can Australia’s in-demand resources best be used? How does Australia benefit from engaging in international trade? What recent overseas issues have impacted on Australia, e.g. political, social and economic issues? How is the Australian economy shaped by our past and present immigration policy? What is the benefit of international tourism? Australia’s factor endowment, e.g. mining, education Australia’s reliance on overseas resources, e.g. manufacturing and tourism benefits of overseas tourists and migrants in Australia, e.g. market, workforce creation Australian imports and exports the benefits of multiculturalism, tourism and immigration Citizenship skills Why have Australia’s global partnerships changed over time? Why is Australia’s relationship with Asia significant? How do changes in other countries’ governments, political and economic structures impact upon Australia’s society, culture and economy? Australia’s tourism and sporting partners trade agreements and Australia’s place in Asia international organisations, e.g. ASEAN (Association of Southeast Asian Nations) the economic impacts of wars, political changes and alliances the importance of overseas aid in building global partners Elective 3: Gender and identity Concepts and ideas Gender roles play a significant part in how we construct our identities. There are many factors such as culture, religion and media that affect the construction of gender. Social justice involves the recognition and respect of the rights, needs and viewpoints of others. Knowledge, understanding and skills Inquiry questions Subject matter Personal skills What is my gender role? Do people stereotype me because of my gender? How does my gender impact on who I am? How can I become comfortable with my own identity? How do the family and media influence my perceptions of gender? gender and characteristics gender identity societal impacts on people’s gender identity challenging stereotypes body images Interpersonal skills What are the markers of femininity and masculinity in present-day society? What is the effect of gender on household roles and parenting? How can power, intimacy, communication and trust be balanced in relationships? What is gender discrimination? representations of gender in popular culture historical development of gender roles happy and healthy relationships, e.g. power relations traditional and modern household and parenting roles separation between public, work and private life gender discrimination
proficient use of language conventions and features to effectively communicate and information, according to purposes. controlled use of language conventions and features to clearly communicate ideas and information, according to purposes. use of language conventions and features to communicate and information, according to purposes. inconsistent use of language conventions and features to communicate aspects of ideas and information, according to purposes. minimal use of language conventions and/or features to present ideas and information. The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: efficient and competent planning and undertaking of social investigations competent planning and undertaking of social investigations planning and undertaking of social investigations partial planning and undertaking of social investigations minimal undertaking of social investigations fluent and cohesive communication of the outcomes of social investigations that sustain the audiences’ engagement clear communication of the outcomes of social investigations that engage audiences communication of the outcomes of social investigations, to suit audiences vague communication of the outcomes of social investigations, somewhat suited to audiences unclear communication of aspects of social investigations reasoned and well-supported appraisal of inquiry processes and the outcomes of o social investigations. considered appraisal of inquiry processes and the outcomes of social investigations. appraisal of inquiry processes and the outcomes of social investigations. description of inquiry processes and the outcomes of social investigations. fragmented description of inquiry processes and/or the outcomes of social investigations.
Glossary Term Explanation accurate precise and exact; consistent with a standard, rule, convention or known facts; to the point analyse dissect to ascertain and examine constituent parts and/or their relationships; consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences analysis separation of a whole, whether a material substance or any matter of thought, into its constituent elements; a presentation of essential features applied learning the acquisition and application of knowledge, understanding and skills in or lifelike contexts apply use in a particular situation; make use of as relevant, suitable, or pertinent aspects the ways in which a thing may be regarded or viewed citizenship skills core area that covers skills related to the student’s role and active participation within community from to global contexts; allows students to achieve a broad understanding of, and empathy with, different perspectives within various social contexts clear easy to understand, intelligible, without ambiguity; explicit cohesive characterised by being united, bound together or having integrated meaning collection that which is collected; a set of objects, specimens, writings, etc., gathered together communicate convey knowledge and/or understanding to others community in the context of this syllabus, includes the school community and the wider community beyond the school, including virtual communities community connections authentic, real-world interactions that build students’ awareness and understanding of life beyond school and support transition from school to community, industry, work and not-for-profit organisations competent able to do something well; having suitable or sufficient knowledge, experience, etc., for the purpose; having the necessary ability, knowledge or skill to do something successfully; capable comprehensive detailed and thorough, including all that is relevant; inclusive of a broad coverage of facts, ideas and information connections associations, relationships considered formed after careful (deliberate) thought controlled exercise direction over convention a rule, method, practice or procedure widely observed in a group, especially to facilitate social interaction, and established by general consent or usage convincing persuading or assuring by argument or evidence; appearing worthy of belief; plausible