Australia in Asia and the Pacific

Australia in Asia and the Pacific course enables learners to study the social, cultural, religious and geographical diversity of the Australia, Asia and Pacific region. Its focus is on building an understanding of the need to become ‘Asia literate’. It is also designed to encourage learners to develop understanding of the importance of Australia’s relationships within the region in the 20^th and 21^st Centuries.

Australia in Asia and the Pacific nurtures learner’s appreciation of, and respect for, diversity. It also gives learners an opportunity to develop understanding of what it means to be a global citizen. Themes running through the course topics include geographic and human diversity, relationships and environmental issues.

Learners are introduced to a range of study methodologies that call for informed appraisals based on research that has rigour and integrity, and involves thorough, objective and sensitive investigation of human heritage and beliefs in an authentic learning environment. Disciplines developed within the course contribute to a lifelong capacity for rational understanding and tolerant viewpoints to be developed in the context of the present day, or in other environments and times.

Learners will apply knowledge, skills and values they acquire to make sound judgements in their role as active and informed citizens in the workplace and within a global society.

This Australia in Asia and the Pacific course aims to develop learners’:

1. appreciation and respect for social, cultural and geographical diversity of the Australia, Asia and the Pacific region
2. knowledge and understanding of tourism and historical and geographical features of the Australia, Asia and the Pacific region
3. application of concepts, including evidence, continuity and change and perspectives of the Australia, Asia and the Pacific region
4. capacity to be informed global citizens with skills in analysis, problem solving, planning and organising and communicating ideas about the Australia, Asia and the Pacific region.

On successful completion of this course, learners will be able to:

1. integrate appropriate evidence from a range of sources to arrive at reasoned and supported conclusions on issues concerning the Australia, Asia and Pacific region (INQUIRY SKILLS)
2. communicate ideas and information using a range of written formats, applying appropriate terminology and concepts relevant to the region (COMMUNICATION SKILLS)
3. describe examples of physical and human geography and assess the degree of diversity within the region (KNOWLEDGE AND UNDERSTANDING)
4. describe and assess how Australia’s relationships with specific nations in the region have developed and changed in relation to partnerships or migration (KNOWLEDGE AND UNDERSTANDING)
5. describe and assess how tourism has impacted the environment, culture, society, and economy of destinations within the region (KNOWLEDGE AND UNDERSTANDING)
6. describe causes and effects of national crises in Asian and Pacific nations and assess the effectiveness of responses (KNOWLEDGE AND UNDERSTANDING)
7. apply time management, planning, negotiation, and principles of academic integrity to inquiry processes. (INQUIRY SKILLS)

History Level 2 provides a pathway to the study of this course.

Successful completion of this course prepares learners for tertiary study in a range of areas including History, Journalism, Environmental Studies and Politics.

This course has a complexity level of 3.

For a full description of courses at a complexity level of 3, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document on the TASC website.

This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 3 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

This course has four sections. All sections are compulsory.

Section A will be delivered first. The sequence in which Sections B to D are delivered is not prescribed. Approximately equal delivery time will be given to each Section.

SECTION A – Diversity of the physical and human geography in the Australia, Asia and Pacific Region
SECTION B – Australia’s changing roles in the region: partnerships or immigration
SECTION C – Tourism in the Australia, Asia and Pacific Region
SECTION D – National responses to crises

Relationship Between Sections, Topics and Learning Outcomes

In studying this course learners will develop the skills, knowledge and understanding required to attain the Learning Outcomes.

The skills, knowledge and understanding required to attain all the specific Learning Outcomes about historical inquiry skills and communication skills are developed within the context of each of the Sections and topics of the course.

The knowledge and understanding required to attain the Learning Outcomes about knowledge of, and understanding about Australia in Asia and the Pacific region are developed within the context of studying different Sections of this course. The specific Learning Outcomes about knowledge of, and understanding about Australia in Asia and the Pacific region related to each Section/topic are noted within the Course Content below.

Nations defined as being in the Asia-Pacific region for the purpose of this course are listed at Appendix A.

SECTION A – DIVERSITY OF THE PHYSICAL AND HUMAN GEOGRAPHY IN THE AUSTRALIA, ASIA AND PACIFIC REGION

This Section of the course focuses on an overview of diversity of the physical and human characteristics of the Australia, Asia and Pacific region.

Specific learning outcomes about knowledge of, and understanding about Australia in Asia and the Pacific Region related to Section A.

Learners will be able to:

• describe a range of examples of physical and human geography of the Australia, Asia and Pacific region, and assess the degree of diversity of physical and human geography in the region.

Both Section A.1 and A.2 are compulsory.

SECTION A.1 – PHYSICAL GEOGRAPHY CHARACTERISTICS

Learners will study:

• the location of countries within the Australia, Asia and Pacific region
• major landforms and geographic features in the region (e.g. mountains, seas and oceans, rivers, islands and plateaus)
• climate types within the region and major vegetation zones within the region (e.g. equatorial, tropical monsoon, sub-tropical and cool temperate)
• environmental degradation – vegetation (deforestation – including tropical rainforests).

SECTION A.2 – HUMAN CHARACTERISTICS

Learners will study:

• population – size and density. The problems of high population density and of population growth and decline
• urbanisation – changing rural/urban patterns and the problems faced by cities
• ethnic structure – a brief overview of ethnic groups and cultures in the Australia, Asia and Pacific region, including indigenous groups, and beliefs and practices of some of the main religions in the region (Islam, Hinduism, Buddhism and Christianity).

SECTION B – AUSTRALIA’S CHANGING ROLES IN THE REGION: PARTNERSHIPS OR IMMIGRATION

This Section of the course focuses on Australia’s changing roles in the Australia, Asia and Pacific region. Australia’s partnerships and inter-relationships with specific regional nations in the areas of partnerships or immigration are investigated and studied in a critical manner.

Either Section B.1 or Section B.2 must be studied.

Specific learning outcomes about knowledge of, and understanding about Australia in the Asia Pacific Region related to Section B.

Learners will be able to:

• describe and assess how Australia’s relationship with specific nations in the region has developed and changed in the area of partnerships or immigration.

SECTION B.1 – PARTNERSHIPS (TRADE, SECURITY AND AID)
The changing nature of Australia’s partnerships with nations in the Asia-Pacific region is explored through:

• trade and security partnerships that exist between Australia and Asia-Pacific nations. For example:
  • Trans Pacific Partnership
  • trade agreements: Austrade; free trade agreements (such as China FTA, Korean-Australia FTA, Japan-Australia Partnership Agreement, The Regional Comprehensive Economic Partnership (RCEP), The Pacific Agreement on Closer Economic Relations Plus (PACER Plus), The Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP), The Indo-Pacific Economic Framework (IPEF))
  • strategic alliances, including regional security and defence (such as Australia's Quad partnership with India, Japan and the United States)
• Australia’s aid partnerships in the Asia-Pacific region:
  • Australia’s development policies
  • aid organisations (including non-government)
  • amounts given; economic advantages to Australia
  • types of aid
  • impacts of aid (advantages and disadvantages)
  • management of aid; potential human rights abuses; discrimination in aid distribution
  • long term impact of aid
  • solutions to problems; recommendations
  • Sustainable Development Goals (a UN initiative).
• Case Study: Investigate the nature of Australia’s partnerships with a selected nation. The selected nation must be from the Asia-Pacific region.

SECTION B.2 – IMMIGRATION (INCLUDING REFUGEE AND HUMANITARIAN ARRIVALS)

• immigration pre-1945
  • White Australia Policy
• populate or perish: Post War immigration
  • First-Displaced Persons –1947
• changes in immigration policy
  • 1958 Immigration Restriction Act
  • 1966 watershed in abolishing the White Australia Policy
  • 1972 Labor Government Changes
  • 1976 increase in asylum seekers (so-called 'boat people')
• impact of people coming from the Asia-Pacific region on Australian culture and society since 1976 – enrichment of multiculturalism in Australia
• asylum seekers post 2000 and government responses
• Case Study: Investigate the experience of one national or ethnic group’s experience of re-settlement in Australia, post-1970. The selected group must be from the Asia-Pacific region.

SECTION C – TOURISM IN THE AUSTRALIA, ASIA AND PACIFIC REGION

This Section of the course focuses on tourism and its impact on the land and people of the region.

Specific learning outcomes about knowledge of, and understanding about Australia in Asia and the Pacific related to Section C.

Learners will be able to:

• describe and assess how tourism has had an impact on the environment, culture, society and economy of tourist destinations in the Australia, Asian and Pacific region.

SECTION C.1 – TRAVEL AND TOURISM IN THE REGION

• reasons for travel
• growth in tourism
• changing trends in tourism and travel patterns.

SECTION C.2 – MANAGEMENT PRACTICES

• codes of conduct
• sustainable tourism.

SECTION C.3 – CASE STUDIES

One tourist destination from each of Group A, B and C will be selected for study^Δ.

Learners will study the impact of tourism – both positive and negative – on these tourist destinations in terms of: the destinations’ environment; the destinations’ society and culture; and economic impact on the destinations.

^Δ The selected tourist destinations from Group A and B will not include the nation selected for study in Section B.

SECTION D – NATIONAL RESPONSES TO CRISES

This Section of the course focuses on study of the causes and effects of internal national crises, and assessment of the success of responses to crises. This is done within the context of one selected Asian and one selected Pacific country’s crisis and responses.

Specific learning outcomes about knowledge of, and understanding about Australia in Asia and the Pacific region related to Section D.

Learners will be able to:

• describe cause and effect of a national crisis on an Asian and a Pacific nation and assess the effectiveness of responses to the crisis.

Learners will select one topic from List A (Asian national crisis) and one topic from List B (Pacific national crisis) for study^Δ:

^Δ The selected crises from List A and B will not include nations selected for study in Sections B or C.

For each case study, learners will undertake research in order to prepare a report that addresses the:

• causes of the crisis
• effect of the crisis (e.g. on human life, social, environmental, economic impact)
• national and international responses to the crisis
• effectiveness of national and international responses to the crisis.

Work requirements are processes, products, or performances that provide a significant demonstration of achievement measurable against the course standards. They are not the sole form of assessment, and providers are expected to set additional tasks (e.g., short responses, tests/exams, projects). Across the course, learners must complete both report and formal essay formats, with some tasks specifying the format and others allowing provider choice to ensure balance.

SELECTION OF NATIONS FOR STUDY

In Section B, there is no given list of countries to select from.

In Sections C and D, nations are selected from given lists/groups. In making selections for ALL Sections (either made by the provider or negotiated between providers and learners) providers will ensure that – other than Australia – the same nation is not selected for study more than once across Sections B, C and D. See also Appendix A.

WRITTEN TEXT FORMATS

Report format:

• have a title, headings and sub-headings
• use a numbering system for sections/sub-sections
• use dot points and paragraphs where appropriate. When dot points are used they must provide clear information, not an over simplistic summary or a single word
• have an introduction and a conclusion
• maps, graphs, diagrams, tables and charts may be included within the report or attached as appendices. They must be referred to, and discussed within, the report
• the source of the information, images, ideas or words not the learner’s own must be explicitly acknowledged using an appropriate referencing/citation method, and a reference list/bibliography will be provided^Δ.

Essay format:

• have a title page noting learner’s name/identification, topic, date, etc...
• have an introduction, essay body, and conclusion
• use formal paragraphing and full sentences
• maps, graphs, diagrams, tables and charts are attached as appendices. They must be referred to, and discussed within, the essay
• the source of the information, images, ideas or words not the learner’s own must be explicitly acknowledged using an appropriate referencing/citation method, and a reference list/bibliography will be providedΔ.

^Δ For further information see Authenticity and Academic Integrity: A Guide on the TASC website.

SECTION A – WORK REQUIREMENTS

The following are minimum work requirements for Section A:

• learners will complete at least two (2) formal written texts (approximately 600–900 words each)
• at least one written text will be on a topic allowing learners to demonstrate knowledge of a range of examples of physical and human geography in the Australia, Asia and Pacific region, and to assess the degree of diversity of physical and human geography in the region
• at least one written text will allow learners to use generalisations – based on knowledge of human and physical geography in the Australia, Asia and Pacific region – to make logical predictions and reach valid conclusions in a real or hypothetical context.

SECTION B – WORK REQUIREMENTS

The following are minimum work requirements for Section B:

• learners will complete at least two (2) formal written texts (approximately 600–900 words and 1200-1800 words each)
• at least one written text will be in a report format (see WRITTEN TEXT FORMATS above for details)
• one written text will allow learners to describe and assess how Australia’s overseas partnerships or migration relationships with selected nations^Δ has developed and changed
• one written text will allow learners to use generalisations – based on knowledge of Australia’s changing role in the region in the areas of partnerships or immigration – to make logical predictions and reach valid conclusions in a real or hypothetical context.

^Δ Nations in Section B.1 and B.2 will be selected from the Asia-Pacific region.

SECTION C – WORK REQUIREMENTS

The following are minimum work requirements for Section C:

• learners will complete at least two (2) formal written texts
• one written text (approximately 1200–1800 words) will compare and contrast the impact of tourism on the three selected tourist destinations in terms of: the destinations’ environment; the destinations’ society and culture; and economic impact
• one written text (approximately 600–900 words) will allow learners to use generalisations – based on knowledge of tourism in the Australia, Asia and Pacific region – to make logical predictions and reach valid conclusions in a real or hypothetical context.

SECTION D – WORK REQUIREMENTS

The following are minimum work requirements for Section D:

• learners will complete at least two (2) formal written texts (approximately 600–900 words and 1200-1800 words each)
• at least one of these written texts will be in report format (see WRITTEN TEXT FORMATS above for details) and address the case studies in this Section
• at least one written text will allow learners to uses generalisations – based on knowledge of cause, effect and responses to national crisis in the Australia, Asia and Pacific region – to make logical predictions and reach valid conclusions in a real or hypothetical context.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information on the TASC website.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process – TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

Additionally, TASC may select to undertake scheduled audits of this course and its work requirements (Provider standards 1, 2, 3 and 4).

The external assessment for this course will comprise:

• a three hour written examination assessing criteria: 2, 3, 4, 5 and 6.

For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.

The assessment for Australia in Asia and the Pacific Level 3 will be based on the degree to which the learner can:

• 1. undertake research on issues affecting Australia, Asia and the Pacific
• 2. communicate ideas and information related to Australia and the Pacific*
• 3. analyse physical and human geography of the Australia, Asia and Pacific region*
• 4. analyse Australia’s changing relations with nations in the Asia-Pacific region in the areas of partnerships or migration*
• 5. analyse tourism and its impact in the Australia, Asia and Pacific region*
• 6. analyse cause and effect of national crises in the Asia and Pacific region, and assess effectiveness of responses*
• 7. apply time management, planning and negotiation skills to inquiry

* = denotes criteria that are both internally and externally assessed

Analyse: to examine, scrutinise, explore, review, consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences

Assess: to make a judgement about, to rate, to weigh up, to form an opinion

Critically analyse: to closely examine, analyse in detail, focus on essence, examine component parts of an issue or information (for example identifying the premise of an argument or ideology, and its plausibility, illogical reasoning or faulty conclusions)

Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features

Evaluate: to appraise, measure, judge, provide a detailed examination and substantiated judgement concerning the merit, significance or value of something

Explain: to make plain, clear, intelligible, to describe in detail, revealing relevant facts

Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is

Range of sources: has dimensions of type (primary and secondary), number (how many sources) and scope (books, academic articles, internet, film/video etc.)

Task characteristics may include, but are not limited to: word limits; format of response; mode of response; and presentation requirements

Terms: word or phrase used to describe abstract aspects or features of the past (for example decolonisation, imperialism, democracy) and more specific features such as a warship or monument

Tools and strategies used to collect and organise information include, but are not limited to:

• graphic organisers
• note taking
• use of categories to organise information.

Australia in Asia and the Pacific Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by Tasmanian Assessment, Standards and Certification from 12 ratings (7 from the internal assessment, 5 from external assessment).

The minimum requirements for an award in Australia in Asia and the Pacific, Level 3, are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’ ratings, 2 ‘B’ ratings (4 ‘A’ ratings, 1 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 2 ‘C’ ratings (2 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
7 ‘B’ ratings, 4 ‘C’ ratings (2 ‘B’ ratings, 3 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
10 ‘C’ ratings (3 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department for Education, Children and Young People (DECYP) will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course’s implementation, delivery and assessment. More information about course evaluation can be found on the Years 9-12 website.

The statements in this section, taken from documents endorsed by Education Ministers as the agreed and common base for course development, are to be used to define expectations for the meaning (nature, scope and level of demand) of relevant aspects of the sections in this document setting out course requirements, learning outcomes, the course content and standards in the assessment.

GEOGRAPHY

Unit 3 – Land cover transformations and Unit 4 – Global Transformations

Collecting, recording, evaluating and representing

• collects geographical information incorporating ethical protocols from a range of primary and secondary sources (ACHGE056) (ACHGE090)
• evaluates the reliability, validity and usefulness of geographical sources and information (ACHGE058) (ACHGE092)

Interpreting, analysing and concluding

• analyses geographical information and data from a range of primary and secondary sources and a variety of perspectives to draw reasoned conclusions and make generalisations (ACHGE059) (ACHGE093)
• identifies and analyses trends and patterns, infers relationships, and makes predictions and inferences (ACHGE060) (ACHGE094)

MODERN HISTORY

Unit 3 – Modern Nations in the 20th Century and Unit 4 The Modern World Since 1945

Historical Skills
Chronology, terms and concepts

• Identify links between events to understand the nature and significance of causation, change and continuity over time. (ACHMH098) (ACHMH171)

Historical questions and research

• Frame questions to guide inquiry and develop a coherent research plan for inquiry (ACHMH101) (ACHMH174)
• Identify, locate and organise relevant information from a range of primary and secondary sources (ACHMH102) (ACHMH175)
• Practise ethical scholarship when conducting research. (ACHMH103) (ACHMH176)

Analysis and use of sources

• Evaluate the reliability, usefulness and contestable nature of sources to develop informed judgements that support a historical argument (ACHMH106)
• Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHMH178)

Explanation and communication

• Apply appropriate referencing techniques accurately and consistently (ACHMH112) (ACHMH185)

Engagement with Asia

• The nature of Australia’s response to key developments in the period, including … Australia’s adherence to the White Australia Policy until 1973, and the implications of Australia’s involvement in the Vietnam War (ACHMH194)
• The significance of Australia’s immigration policies on regional relationships after World War II, including the reasons for the gradual dismantling of the White Australia Policy in the period 1945-1973 (ACHMH195)

Version 1: Accredited on 13 December 2015 for use from 1 January 2016 to 31 December 2020. This course replaces Australia in Asia and the Pacific (AAP315115) that was due to expire on 31 December 2016.

Version 2: Accreditation renewed with amendments on 22 July 2020 for the period 1 January 2021 to 31 December 2021. Refinement of Learning Outcomes; changes to Section D topics (List A and List B); and minor updating of terminology.

Version 2a: Accreditation renewed without amendment on 14 July 2021 for the period 1 January 2022 until 31 December 2023.

Version 3: Accreditation renewed with amendments on 22 June 2023 for the period 1 January 2023 until 31 December 2025. The inclusion of additional examples of contemporary study options in sections B and D and an adjustment to the word counts of some work requirements. The total number of words remains the same and has just been allocated different among the written tasks.

Version 4: Accreditation renewed with amendments from 1 January 2026. Changes to Learning Outcomes to align to Criteria; changes to Criterion and Element titles and Standard descriptors.

Appendix A: Nations Defined as Being in the Asia-Pacific Region for the Purpose of this Course