Pre-approved Learning and Assessment Plan

Stage 2 Philosophy

Pre-approved learning and assessment plans are for school use only.
• Teachers may make changes to the plan, retaining alignment with the subject outline.
• The principal or delegate endorses the use of the plan, and any changes made to it, including use of an
addendum.
• The plan does not need to be submitted to the SACE Board for approval.

School Teacher(s)

Enrolment code Program

SACE school code Year No. of credits variant code
Stage Subject code (A–W)
(10 or 20)

2 P P S 20

Addendum – changes made to the pre-approved learning and assessment plan

Describe any changes made to the pre-approved learning and assessment plan to support students to be successful
in meeting the requirements of the subject. In your description, please explain:
• what changes have been made to the plan
• the rationale for making the changes
• whether these changes have been made for all students, or for individuals within the student group.

Endorsement
The use of the learning and assessment plan is approved for use in the school. Any changes made to the plan
support student achievement of the performance standards and retain alignment with the subject outline.

Signature of principal or Dat

delegate e

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Stage 2 Philosophy – Pre-approved LAP-01
Ref: A696412 (created December 2017) © SACE Board of South Australia 2018
Assessment overview
Stage 2 Philosophy – 20 credits

The table below provides details of the planned tasks and shows where students have the opportunity to provide
evidence for each of the specific features of all of the assessment design criteria.

Assessment Type 1: Argument Analysis – weighting 25%

Assessment design criteria Assessment conditions

Assessment details (e.g. task type, word length,
KU RA CA C time allocated, supervision)
Humour
Students show ability to use and understand argument terminology
in terms of analysing humour. They explain, using examples, how
logic and argument play a role in developing humour.
Students may refer to some of the following argument tools as used Provide copies of
by philosophers: cartoons and/or comic
 equivocation strips referred to in your
 alternative conclusions work.
 assumed premises
2 1 1,2 There is a maximum of
1000 words if written, or a
 shared premises
maximum of 7 minutes if
 disconnected premises oral, or equivalent in
 logical fallacies multimodal form.
 inductive and deductive arguments.
Students refer to three to five specific cartoons, comic strips,
comedy skits or jokes. They use argument terminology throughout
and acknowledge sources appropriately.
Documentary
Students show ability to use and understand argument terminology
in terms of analysing a film or documentary.
They explain how logic and argument play a role in developing an
argument in a film or documentary.
Students may refer to some of the following argument tools as used
by philosophers: There is a maximum of
 equivocation 1000 words if written, or a
2 1 1,2 maximum of 7 minutes if
 assumed premises
oral, or equivalent in
 logical fallacies multimodal form.
 inductive and deductive arguments
 use of metaphysical, analytical, empirical and opinionative
premises.
Students refer to one specific film or documentary. They use
argument terminology throughout and acknowledge sources
appropriately.

Assessment Type 2: Issues Analysis – weighting 45%

Assessment design criteria Assessment conditions

Assessment details (e.g. task type, word length,
KU RA CA C time allocated, supervision)
Epistemology
Students write an essay on the following questions regarding the
film "The Matrix": An essay of a maximum of
1500 words.
 Is the world within the matrix an illusion or does it have some
reality? 1,2 1,2,3 1,2 Sources should be
appropriately
 Is it possible to determine if our world is just a giant matrix?
acknowledged.
 What philosophical positions address this issue?
 What philosophical position do you agree with?

Page 2 of 3
Stage 2 Philosophy – Pre-approved LAP-01
Ref: A696412 (created December 2017) © SACE Board of South Australia 2018
 Assessment design criteria Assessment conditions
Assessment details (e.g. task type, word length,
KU RA CA C time allocated, supervision)
Metaphysics
Students Google search “determinism and free will” and read two An essay of a maximum of
papers that offer different philosophical responses to the issue. 1500 words.
Students write a paper that could be published on the internet. 1,2 1,2,3 1,2 Sources should be
Students identify: appropriately
 different philosophical responses to the issue acknowledged.
 the philosophical position that the student takes on the issue.
Ethics
Students choose an ethical issue e.g. abortion, euthanasia, A letter to the editor or a
distribution of wealth, animal rights, vegetarianism, discrimination, scripted dialogue of 1500
crime and punishment, just war, etc. words or a maximum of
10 minutes if oral, or
Students write a letter to the editor or a scripted dialogue. Students equivalent in multimodal
identify 1,2 1,2,3 1,2
form.
 why the issue chosen is a philosophical issue
Sources should be
 different philosophical responses to the issue appropriately
 what philosophical position the student will take in response to acknowledged.
the issue.

Assessment Type 3: Issues Study – weighting 30%

Assessment conditions
Assessment details
(e.g. task type, word length, time allocated, supervision)
Students examine a philosophical issue from any of the key areas, choosing the issue in
negotiation with their teacher. Students consider the following questions:
Why is it a philosophical issue?
What positions do various philosophers hold?
External assessment What are the philosophers’ reasons for holding these positions?
What objections or counter examples are relevant to these positions?
What is the student’s own position, and why?
Written form, but it need not be in an essay format and could include dialogue or any
other written form. Maximum of 2000 words in a choice of written forms.

Six assessments. Please refer to the Stage 2 Philosophy subject outline.

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Stage 2 Philosophy – Pre-approved LAP-01
Ref: A696412 (created December 2017) © SACE Board of South Australia 2018