DIRECTIONS:

Preparing and Research

1. Examine the topics provided and identify what has
been asked.
2. Use RESEARCH TECHNIQUES and the INQUIRY
PROCESS to respond to the area of your interest
3. Assignment must be presented in the form of a
multimodal response genre. Your responses must
be your own work and not a reproduction of
someone elses writing.
4. Support your work with references
5. Include a REFERENCE LIST.
6. Your feature article should have the following
qualities.
Clarity and development of ideas
Effectiveness of organisation of ideas
Use of the conventions of feature article genre
Effective and sustained control over written
communication.
Effective visual layout
Appropriateness of length

John Paul
College
ITEM 5
Semester 2, 2014
Formative
DIMENSION 1:
Knowledge and
Understanding
DIMENSION 2:
Reasoning and
Communicating
Process
RESEARCH
ASSIGNMENT
Multimodal
Response

CONDITIONS
Time Allowed: 4 Weeks class and own time; there is an
expectation that a significant proportion of the task will
be in students own time.

SENIOR HOME
ECONOMICS
YEAR 11

Genre: Multimodal Response

Length: 3 5 minutes
Audience: General Public
Resources: Library and online resources available.
Authenticity: Responses must be your own work and
not the reproduction of others intellectual property.
Referencing conventions must be adhered to.
Teacher Assistance: Teacher assistance available.
Drafts are permitted to be submitted.
Due Dates For checking and monitoring purposes,
work to date must be presented at specific points during
the inquiry process. (Refer to Keeping on Track page)

INDIVIDUALS,
FAMILIES &
COMMUNITIES
UNIT: New
Traditions
STUDENT NAME:

__________________________
TEACHER: Ms R Sciacca
YEAR: 11 (Year BA)
DUE
DATE:_________________

TASK
As a sociologist, you have been asked to contribute to one in a series of debates
about changes to families and dynamics over recent years. Each debate will be
held as part of a series of lectures for students studying family studies at
university. The lecturer wants you to investigate a key change in families and
provide students with an overview of the issue and then reach a valid conclusion
PREAMBLE
about the impact this change has had on families. As the lecture is for university
There is hardly any aspect of family life that has not changed in one way or another.
students,
should fertility,
be engaging
and be
presented
using athe
multimodal
genre.
Relationshipitpatterns,
gender roles,
relationship
breakdown,
work and family

INQUIRY TASK

interface, and the growth of particular family types are but a few of the major changes to
families athat
we have seen
in recent of
decades.
In the facein
of response
so much change
it isinquiry
easy forissue
Create
multimodal
response
3 5 minutes
to the
myths to develop and for misunderstandings to emerge. It is easy to dwell on the dramatic and
below.
eye-catching changes the changes that might suggest crisis and to ignore the ongoing
strengths of families.
(Australian Institute of Family Studies, 2004. Diversity and change in Australian families:
Statistical
Profiles http://192.135.208.240/institute/pubs/diversity/DiversityAndChange.pdf - accessed
06/10/2012)

INQUIRY ISSUE
Societal change over recent decades has had a significant
impact on family life and dynamics.
TASK DETAILS

Consider changes to families over recent decades.

Refine the inquiry issue select a change to investigate then develop your own inquiry
question. (See suggestions below):
o Increased Job Mobility
o Children Staying In The Family Home for Longer
o The Rise of the Career Woman
Investigate your chosen issue. Ensure you gather information about the issue and its
impact, both positive and negative, on family life.
Critically analyse and evaluate the change investigated. What are the implications of this
change on family life and dynamics?
Develop arguments on this issue, supported by evidence from a range of sources.
Draw valid conclusions as to the positive and negative impact of the issue investigated
how has it impacted on families?

Reference your work and include a detailed reference list

Keeping On Track

What is the timeframe I have to complete the assessment task

within?
Below are the key dates for the task. Ensure you adhere to these in order to keep on track
with the task.

TASK DESCRIPTION
STEP 1: CLARIFY THE TASK
Clarify the task In your own words, explain what the task requires you to
do.

Clarify the issue what is the issue you are investigating?

STEP 2: CONDUCT RESEARCH INTO THE INQUIRY QUESTIONS
Use a variety of mediums to access a range of sources that relate
to the inquiry issue (eg internet search engines, databases, library
catalogue, YouTube search).

Ensure you document all of the referencing details for each source
and note these in your reference list.

STEP 3: ANALYSE AND DECONSTRUCT THE SOURCES

Highlight / take notes about the relevant information contained in
each of the sources you have collected.

Annotate each source to further analyse it, raise queries, make

connections, etc.

STEP 4: PLAN YOUR MULTIMODAL RESPONSE

Develop an overall argument for each inquiry issue.
Map out a plan for your argument. (Like an essay plan). What
points will you raise and what sources will you use to validate
them.
Select the medium/s you will use to create your multimodal
response.

Write a referenced paragraph (minimum 250 words) for each point

of view. Make sure that you provide as much detail as possible,
substantiate your arguments with evidence / source and avoid
making generalisations. (These paragraphs can then be used as
part of your multimodal response)

STEP 5: CREATE YOUR MULTIMODAL RESPONSE

Create your multimodal response. Ensure that a consistent
argument is developed and referencing conventions are used
throughout to validate your arguments and conclusions. Make sure
that you provide as much detail as possible, substantiate your
arguments with evidence / source and avoid making

COMPLETED

generalisations.
Finalise your reference list

STEP 6: SUBMITTING YOUR MULTIMODAL RESPONSE

Submit written documentation to support your multimodal
response.
Present your multimodal response in class.

Preparing To
Submit
This task requires you to hand in two
(2) items:
1. Written documentation to support
your multimodal response (eg annotated
notes, copy of presentation slides,
detailed written plan of multimodal,
script, etc)
2. A reference list that contains the full details of the sources
used in your multimodal response.

CHECK LIST FOR FINAL COPY

To be checked by student
Have I consistently developed an argument?
Do all aspects / points of my multimodal response link to my
argument?
Have I considered a range of perspectives when developing my
argument?
Have I effectively used the features of the genre to present an
effective, informative and persuasive article on my issue?
Have I used appropriate paragraph and sentence structuring in
order to develop a clear and logical argument?

Yes / No
Yes / No
Yes / No
Yes / No
Yes / No

Have I included a range of modes in my multimodal response?

Yes / No

Are my arguments clear, fluent and logical?

Yes / No

Are my arguments supported by evidence (quotes and in-text

referencing)?
Have I used a variety of evidence / sources to develop my

Yes / No
Yes / No

argument?
Have I used vocabulary appropriate to the genre, purpose and
audience?
Have I used spell check and other editing methods to correct
my work?

Yes / No
Yes / No

Have I followed the advice suggested from my rough draft?

Yes / No

Have I used a wide range of sources to support my arguments?

Yes / No

Have I referenced my sources accurately?

Yes / No

Have I referenced any images / graphs / etc I have included?

Yes / No

Have I included a correctly set out reference list?

Yes / No

JOHN PAUL COLLEGE

SENIOR HOME ECONOMICS Year 11
Semester 2, 2014

DIMENSION 1: Knowledge and Understanding

DIMENSION 2: Reasoning and Communicating Process
UNIT: New Traditions
FORMATIVE ASSESSMENT ITEM 5

Multimodal Response: 4 weeks, in-class/own time, research, library and internet

resources, teacher assistance, 3 5 minutes

Reasoning and Knowledge and understanding

communicating
processes

Dimensio
n

The student work

has the following
characteristics:
description of
a comprehensive
range of
significant facts
and definitions
relevant to key
concepts across
the individuals,
families and
communities area
of study
thorough
explanation and
application of
relevant key
concepts across
the individuals,
families and
communities area
of study

The student work

has the following
characteristics:
description of
a comprehensive
range of facts
and definitions
relevant to key
concepts across
the individuals,
families and
communities area
of study

The student work

has the following
characteristics:
description of
facts and
definitions that
relate to key
concepts across
the individuals,
families and
communities area
of study

The student work

has the following
characteristics:
description of
simple facts and
definitions that
relate to
individuals,
families and
communities

The student work

has the following
characteristics:
identification
of simple facts
and definitions

detailed
explanation and
application of
relevant key
concepts across
the individuals,
families and
communities area
of study

explanation
and application of
key concepts
across the
individuals,
families and
communities area
of study

simple
explanation of
key concepts
across the
individuals,
families and
communities area
of study

identification
of aspects of key
concepts across
the individuals,
families and
communities area
of study

The student work

has the following
characteristics:
thorough
analysis of
significant,
relevant
information from
a variety of
sources
synthesis and
discerning and
detailed
evaluation of

The student work

has the following
characteristics:
detailed
analysis of
relevant
information from
a variety of
sources

The student work

has the following
characteristics:
analysis of
relevant
information from
sources

The student work

has the following
characteristics:
simple
analysis of
information from
provided sources

The student work

has the following
characteristics:
aspects of
information from
provided sources

synthesis and
detailed
evaluation of
evidence,

synthesis and
evaluation of
evidence,
justified

synthesis and
simple evaluation
of evidence with
simple

superficial
evaluation and
conclusions or
solutions

evidence,
justification of
valid and
supported
conclusions or
solutions
effective use
and sustained
control of
communication
using appropriate
modes and
language for a
multimodal
response and
general public
audience.

justification of
supported
conclusions or
solutions

conclusions or
solutions

conclusions or
solutions

effective use
and control of
communication
using appropriate
modes and
language for a
multimodal
response and
general public
audience.

suitable
communication,
appropriate
modes and
language for a
multimodal
response and
general public
audience.

use of
communication
and modes to
present
information.

Dimension 1:

communicatio
n of aspects of
information.

Dimension 2:

COMMENT

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
TEACHER SIGNATURE:_________________________
DATE:______________

Relevant Habits of Mind

Common Curriculum Elements

Recognising letters, words and other symbols

Finding material in an indexed collection
Interpreting the meaning of words or other symbols
Interpreting the meaning of pictures/illustrations
Interpreting the meaning of tables or diagrams or maps or graphs
Using correct spelling, punctuation, grammar
Using vocabulary appropriate to a context
Summarising/condensing written text
Recording/noting data
Setting out/presenting/arranging/displaying
Explaining to others
Expounding a viewpoint

Empathising
Comparing, contrasting
Reaching a conclusion which is consistent with a given set of
assumptions
Generalising from information
Hypothesising
Criticising
Analysing
Synthesising
Judging/evaluating
Creating/composing/devising
Justifying
Searching and locating items/information