Zoe-Lee Fuller 16343229

Unit of Work: The Social and Cultural World

Society and Culture Preliminary Course Preliminary Core: The Social and Cultural World Indicative Course Time 30%
The focus of this study is to understand the nature of the social and cultural world, and social and cultural research methodologies.
Knowledge and Understanding Outcomes Assessment: Skills Outcomes
A student: Task: A student:
1. Select TWO social or cultural groups, at least one from Australia.
P1 Identifies and appliessocial and cultural concepts. Research and reflect on how the two groups may interact in P7 Selects, organises and considers
relation to two of the following: gender, identity, environment, information from a variety of sources for
P2 Describes personal, social and cultural identity time, community, power, authority, technology, globalisation. usefulness, validity and bias
2. Develop and deliver a 3-4 minute presentation to share your
P3 Identifies and describes relationships and interactions findings with the class. Your presentation may take any of the P9 Uses appropriate course language and
within and between social and cultural groups. following formats: concepts suitable for different audiences
Digital: PowerPoint, multimodal, video, prezi, etc. and contexts.
P6 Differentiates between social and cultural research Analogue: Poster, overhead projector, collage, diorama,
methods. speech, etc. P10 Communicates information, ideas and
issues using appropriate written, oral and
Outcomes to be assessed: P1, P3, P9, P10 graphic forms.

Course components and weightings:

Preliminary Core: The Social and Cultural World 20%
This task is described in detail in the Preliminary Assessment Task in this
document.

Students learn about (concepts to be integrated across this core study):

society time technology citizenship micro level identity social and cultural
culture power continuity globalisation meso level social construct literacy
persons authority change socialisation macro level community
environment gender social construct

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Students learn about:
Unit Introduction
Housekeeping unit and course
requirements, assessment handbook,
classroom expectations, etc.
Flipped classroom model.
The Nature of the Social and Cultural
World
Content area language language for
studying the social and cultural world.
Teaching strategies: Resources:
Students receive assessment handbook. Teacher and students read through the document Assessment handbook
together to clarify the finer details.
Teacher explicitly teaches classroom expectations, including homework expectation Edmodo group (ICT/VLE STRATEGY)
regarding the flipped classroom model. Edmodo will be used to deliver flipped content,
that is, all instructional content to be viewed/read prior to class will be made available on
Edmodo one week before the corresponding lesson or topic to allow all students adequate
time to access the materials. These materials will take the form of readings, videos, and
read-along audiobooks (LITERACY/EALD STRATEGY). Teacher walks students through how
to access and use Edmodo. Following the reading of the flipped materials, students are
required to post a response on the Edmodo class group.
Relevant Outcomes: -
Flipped Classroom Materials: Reading -
Explicit instruction of course concepts and vocabulary using Semantic Mapping Heinemann Society & Culture, 2nd ed.,
(LITERACY/EALD/NUMERACY STRATEGY). Teacher introduces course concepts through a by Bernie Howitt and Robin Julian, Ch.
concept map, the unit glossary and discussion. Definitions arise out of the discussion and 1.1 Introduction to Society and
these are added to the concept map. Teacher then models reading activity with the Culture, p. 2-5. AND/OR
opening excerpt of the reading text. Teacher models think-aloud, in which additional Read-along Audiobook (recorded by
words, phrases and ideas are added to the concept (or semantic) map, as the text is read, teacher).
which clarify understanding of the concepts. Students then form groups and continue this
activity together they read through the text, discuss words, phrases and ideas related to Unit glossary (in Unit handbook)
the course concepts, then add these to their semantic maps to clarify and expand their
understanding of said concepts. Cmap - https://cmapcloud.ihmc.us/
Reading text: Heinemann Society &
Culture, 2nd ed., by Bernie Howitt and
Robin Julian, Ch. 2.1 The Nature of
Relevant Outcomes: P1 Society and Culture, p. 12-21
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Students learn about:
The Nature of Social and Cultural
Research
Principles and practices of ethical
research that underpin all social and
cultural research.
Process of research using the steps briefly
outlined in the syllabus.
Quantitative and Qualitative research
The differences between quantitative and
qualitative research.
The strengths and weaknesses of
quantitative and qualitative methods for
different research situations.
Teaching strategies: Resources:
Topic inquiry question: how do research ethics impact the ways in which we conduct Flipped Classroom Materials: Reading -
social and cultural research? Ethics in Research web page
https://www.socialresearchmethods.n
et/kb/ethics.php AND/OR
Examine and discuss Ethical research, page 21 of the syllabus. Class provided with the Read-along Audiobook (recorded by
Ethical Considerations work booklet. In groups, students must choose ONE scenario and teacher).
identify ethical issues arising in the scenarios using the work booklet tables, and also how
these issues may have been avoided. Ethical Considerations in Social Sciences
and Humanities Research work
Examine the research process using pages 22, 23 and 28 of the syllabus. In groups, booklet:
construct a theoretical timeline, schedule, or planning calendar of a possible research http://www.edugains.ca/resourcesCurr
(NUMERACY STRATEGY). Impl/Secondary/SocSciHum/EthicsScen
Relevant Outcomes: P1 ariosandCriteriaExamples.pdf
Topic inquiry question: how can quantitative and qualitative research help us to find out Flipped Classroom Materials: Read
about the social and cultural world? Heinemann Society & Culture, 2nd ed.,
by Bernie Howitt and Robin Julian, Ch.
Class discussion of the differences between qualitative and quantitative research. 2.2 Social and Cultural Research
Paired/choral reading (LITERACY/EALD STRATEGY) of pages 18 and 19 of the syllabus AND/OR Read-along Audiobook
about qualitative and quantitative research. Pairs then discuss and summarise the (recorded by teacher)
information.
Following class discussion of the various research methods, groups are each given slips of The Society and Culture syllabus -
paper that name and define each of the research methods listed on page 20 of the syllabus https://www.boardofstudies.nsw.edu.a
(that is, one could simply print the page, and cut out each of the methods). Groups attempt u/syllabus_hsc/pdf_doc/society-
to categorise these into qualitative and quantitative. Groups may then self-check against culture-st6-syl-from2015.pdf
page 20 of the syllabus.
Groups choose TWO contemporary issues within society to study using one appropriate
research method drawn from:
- content analysis of the media
- questionnaire (short)
- secondary research
Groups collect and construct own data to be displayed in graphs, tables, or as statistics
(NUMERACY STRATEGY).
Relevant Outcomes: P1, P6
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Students learn about: Teaching strategies: Resources:

The Nature of the Social and Cultural Topic inquiry question: how does the nature of a society impact upon cultural aspects Flipped Classroom Materials: View
World such as language, cuisine, religion, gender and more? video Multicultural and Hybrid
societies
Overview of the multicultural and hybrid Examine, broadly, the multicultural and hybrid nature of societies and cultures, in regards https://youtu.be/69m1fyJDKQs
nature of societies and cultures to:
Acculturation (hybrid)
Enculturation (multiculturalism)
Key Concepts: Assimilation (monocultural)
Society Census Australian Bureau of Statistics
Culture Groups find specific examples of these, which may refer to cultural aspects such as - http://www.abs.gov.au/census
Social and Cultural literacy language, ethnicity, cuisine, religion, gender and sexuality, and may include statistical data,
such as census, and the use of Google Public Data (NUMERACY STRATEGY). Google Public Data -
https://www.google.com/publicdata/di
Explicit instruction of various terms (LITERACY/EALD STRATEGY), which can be used to rectory
describe societies, such as Australia. Such words may include: capitalist, communist,
socialist, patriarchal, democratic, republic, monarchy, modernised, hunting and gathering,
pastoral, horticultural, industrial, post-industrial.

Learning to research
Class discussion of how we could best use social and cultural research to answer the topic
inquiry question. What research methods would be the most effective? How would such
a research be conducted?

Relevant Outcomes: P1, P2, P7

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Students learn about: Teaching strategies: Resources:

The Nature of the Social and Cultural Topic inquiry question: how do online communities impact on the way people interact on Flipped Classroom Materials: Reading
World a micro, meso or macro level? Introduction to Sociology, 11th ed., by
Henry L. Tischler, Ch. 5 Social
Persons and their interactions with Discuss following quote: Society does not consist of individuals but expresses the sum interaction, p. 101-103 & 105-108
individuals, groups and the community of interrelations, the relations within which these individuals stand. Karl Marx. (these pages are MUST READ, rest of
within the contexts of micro-level, meso- chapter is optional) AND/OR
level and macro-level society. Read-along Audiobook (recorded by
View the television show Catfish Series 4 Episode 13 Prophet & Trinity (excerpt not teacher).
necessarily whole episode must see face to face meeting between Prophet & Trinity).
Key Concepts:
Identify the various interactions occurring within the television show, and how these sorts Catfish Series 4 Episode 13 Prophet &
Persons of interactions may impact upon individual persons, groups, and the community, at a Trinity
Technologies micro, meso, and/or macro level. http://iview.abc.net.au/programs/catfis
Globalisation h/ZW0865A013S00
Community Learning to research
Micro/Meso/Macro level I DO: Teacher models think-aloud approach to designing a research to answer the topic
inquiry question, including a hypothesis, sub-questions, sources for gathering
background information, research design, including specific choice of research methods,
possible biases, and possible ethical concerns.

Relevant Outcomes: P1, P3

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Students learn about: Teaching strategies: Resources:

The Nature of the Social and Cultural Topic inquiry question: what is the relationship between Australias shift from an Flipped Classroom Materials: Social
World industrial society to a post-industrial or post-modern society and Australian immigration Constructionism videos
policy throughout the 20th century? Social Constructionism -
Society as a construct that develops https://youtu.be/gVCkJ7jLnz0
through time. Examine the constructedness Australian society as white and English speaking throughout Gerhard Lenskis Sociocultural
the twentieth century through Australian immigration policies (White Australia Policy, Evolutionary theory -
Key Concepts: Assimilation Policy, Multicultural Policy). https://youtu.be/E6r_Kql-V34

Society View The Dictation Test video. Teacher may then administer the dictation test to class.
Social Construct Using one of the test examples, teacher must read a selected passage out to the class
Continuity and change under strict conditions the teacher may not repeat the phrases more than twice and at The Dictation test video -
Time an unreasonable pace. http://www.sbs.com.au/programs/aust
ralias-secret-
Explore how the White Australia policy morphed into Assimilationist policy, then into heroes/video/11758659555/The-
Multicultural policy. View video Through New Eyes Australias Immigration in the 1900s. Dictation-Test
Discuss for what purpose were migrants desired throughout the 20th century?
Dictation test examples -
Search the internet (ICT STRATEGY) for at least TWO political cartoons regarding Australian http://guides.naa.gov.au/more-people-
immigration policies (hint: there are some great one about the White Australia policy and imperative/gallery/image011.aspx
also about boat people). Compare and contrast the two cartoons in terms of their
treatment of migrants/refugees and how they represent Australian society. Record this Video Through New Eyes Australias
analysis in a comparative table. Immigration in the 1900s -
https://youtu.be/Zlz4FUjOjiQ
Learning to research
WE DO: Teacher talks through and facilitates a class-wide approach to designing a
research to answer the topic inquiry question, including a hypothesis, sub-questions,
sources for gathering background information, research design, including specific choice
of research methods, possible biases, and possible ethical concerns.

Relevant Outcomes: P1, P3, P10

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Students learn about: Teaching strategies: Resources:

The Nature of the Social and Cultural Topic inquiry questions: how is gender, and gendered behavior, socially constructed? Flipped Classroom Materials: Videos -
World How do social expectations related to gender impact the way individuals behave towards Is Gender a social construct? -
each other? https://youtu.be/s33R4OnW-eo
How individual behavior towards others Judith Butler: Your behaviour creates
is socially constructed and influenced by Examine social constructionism and discuss how behavior may be socially constructed. your gender -
social expectation. https://youtu.be/Bo7o2LYATDc
Discuss the following quote: There is no original or primary gender a drag imitates, but Feminine Beauty A social construct?
Key Concepts: gender is a kind of imitation for which there is no individual Judith Butler, Imitation and https://youtu.be/xT6wjgssVK4
Gender Insubordination [article].
Persons Judith Butlers theory of Gender
Identity Introduction of Judith Butlers theory of Gender Performativity. Performativity excerpts
Gender Paired/choral reading and discussion of the supplied excerpts, then pairs summarise the https://1drv.ms/w/s!At1atOB0spn8gT
Social construct readings (LITERACY/EALD STRATEGY). In pairs construct a concept map to show mlZ-fyHydepW27
Social Structure understanding of Butlers theory (LITERACY/EALD STRATEGIES).
Socialisation
Explore gender roles/acts as constituting a set of norms and expectations about how men Outdated Rules for the 1950s
and women behave, especially in regards, but not limited to, the following: physical Housewife
appearance, occupation, hobbies, dating, social life, speech, each other, etc. http://www.faithtap.com/4843/outdat
ed-rules-for-the-1950s-housewife/

Read and discuss of Outdated Rules for the 1950s Housewife. PM Julia Gillards misogyny speech
View and discuss first female PM Julia Gillards misogyny speech. https://youtu.be/JeGeooZOUdE
Read and discuss of article The Sociology of snogging
Compare and discuss Do you think that gender roles changed? How? In what ways? The Sociology of Snogging
Construct a concept map that illustrates how men and women relate to each other in http://www.mirror.co.uk/news/technol
contemporary society, using clear, real world examples as evidence. ogy-science/science/sociology-
snogging-teenage-girls-very-6310337

Learning to research Cmap - https://cmapcloud.ihmc.us/

YOU DO: Groups design a research to answer the topic inquiry question, including a
hypothesis, sub-questions, and sources for gathering background information, research
design, including specific choice of research methods, possible biases, and possible
ethical concerns. Teacher may circulate and assist where necessary.

Relevant Outcomes: P1, P3, P10

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Students learn about: Teaching Strategies: Resources:

The Nature of the Social and Cultural Topic inquiry questions: how have groups and institutions shaped you and your social Flipped Classroom Materials: Reading
World field? Introduction to Sociology, 11th ed., by
Henry L. Tischler, Ch. 6 Social Groups
Groups and institutions of society Introduction to Bourdieaus social theories of habitus and social fields. and Organizations, p. 124-128 & 136-
shape and are shaped by individuals, View the Bourdieu for beginners type videos. 138 (these pages are MUST READ, rest
i.e., family, school, peers, work, Paired/choral reading (LITERACY/EALD STRATEGY) of the first two pages of the of chapter is optional) AND/OR
government, media, legal system. Understanding Bourdieu reading. Pairs discuss and summarise the reading. Pairs then Read-along Audiobook (recorded by
construct a concept map to show understanding of Bourdieus field theory. teacher).
Key Concepts:
Class discussion of how the groups and institutions of society fit into Bourdieus theory, Bourdieu for Beginners videos:
Persons and how field theory explains the ways in which those groups and institutions shape us as Bourdieu simple explanation
Society individuals, for example, how school shapes and constructs students as learners and future https://youtu.be/87BPL62wyyU
Environment citizens. Students then add personal examples of their own lives to their concept maps. Bourdieu for Beginners
Power https://youtu.be/UW8vq3lnOCg
Authority
Citizenship Learning to research Cmap - https://cmapcloud.ihmc.us/
Social structure YOU DO: Pairs design a research to answer the topic inquiry question, including a
hypothesis, sub-questions, and sources for gathering background information, research Reading: Understanding Bourdieu Ch.
design, including specific choice of research methods, possible biases, and possible 2 Cultural Field and the Habitus
ethical concerns. Teacher may circulate and assist where necessary. https://1drv.ms/b/s!At1atOB0spn8gUO4
fYzv4r9r3I_t
Relevant Outcomes: P1, P3

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Students learn about:
Looking in/Looking out: Exploring the
Social and Cultural World
Cross-cultural Presentation Assessment
Task
Use Australia and China to examine the
social and cultural world in relation to
gender and roles and status.
Roles attributed to gender.
The ways in which gender influences
status.
Compare and contrast these in relation to
Australia and China.
Key Concepts:
Gender
Social construct
Micro/Meso/Macro level
Teaching strategies: Resources:
Topic inquiry questions: what research methods would be most appropriate for cross- Flipped classroom materials:
cultural comparison? How can an examination of contemporary Chinese culture inform Readings - Heinemann Society &
our understanding of Australian culture? Culture, 2nd ed., by Bernie Howitt and
Robin Julian, Ch. 2.3 The social and
Assessment task and marking criteria are distributed and read as a class. Students may ask cultural world. AND/OR
questions for clarification. Read-along Audiobook (recorded by
In groups students brainstorm ideas and start a literature/resources search for the teacher).
assessment.
Article - Women face a Catch 22
despite three-decade shift in gender
Class discussion of the current state of gender, roles and status in contemporary Australia, roles -
as a baseline for comparison. Students record this in the Cross-cultural comparative table. http://theconversation.com/women-
face-a-catch-22-despite-three-decade-
In groups, students examine an excerpt from the article, Gender and Family in shift-in-gender-roles-30812 AND/OR
Contemporary China by Yu Xie. Each group looks at a different section of the article, so that Article Audiobook (recorded by
the entire article is covered over the whole class. Students discuss the content in their teacher)
excerpt and compare to contemporary Australia, recording this in the cross-cultural
comparative table. Groups then construct a Venn Diagram (NUMERACY STRATEGY) to Cross-cultural comparative table
illustrate this comparison between contemporary China and Australia. Use Google Public template -
Data (NUMERACY/ICT STRATEGY) to compare Australia and China in regards to gender and https://1drv.ms/w/s!At1atOB0spn8gUA
roles, such as comparing the percentage of men and women in the workforce, pay rates of Hq3IMTvuqaasI
men and women, the percentage of men and women who stay at home with the children,
etc. Google Public Data -
https://www.google.com/publicdata/di
rectory
Learning to research
Class discussion of how we could best use social and cultural research to answer the topic Gender and Family in Contemporary
inquiry question. China by Yu Xie
University of Michigan
http://www.psc.isr.umich.edu/pubs/pd
f/rr13-808.pdf
Relevant Outcomes: P1, P3
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Resources

Society and Culture Glossary Syllabus, pages 51-59

Cmap Cloud (online concept mapping) - https://cmapcloud.ihmc.us/

YouTube - https://www.youtube.com/
Art Through Time - https://www.learner.org/courses/globalart/about.html
Google Public Data - https://www.google.com/publicdata/directory
Census Australian Bureau of Statistics - http://www.abs.gov.au/census

Political Cartoons
Nicholson Cartoons - https://www.learner.org/courses/globalart/about.html
Political Cartoons Australia SMH - http://www.smh.com.au/federal-politics/cartoons
Behind the Lines: Australias best 2016 political cartoons - http://www.abc.net.au/news/2016-11-29/behind-the-lines-australias-best-political-cartoons-on-show/8075232

Online articles:
The Australian - http://www.theaustralian.com.au/
The Conversation - http://theconversation.com/au
ABC News - http://www.abc.net.au/news/?WT.z_navMenu=abcNavSites&WT.z_srcSite=homepage&WT.z_link=News
SBS News - http://www.sbs.com.au/news/
Sydney Morning Herald - http://www.smh.com.au/

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Preliminary Course Assessment Task: The Social and Cultural World

Cross Cultural Presentation

Outcomes to be assessed:

P1 Identifies and appliessocial and cultural concepts.

P3 Identifies and describes relationships and interactions within and between social and cultural groups.
P9 Uses appropriate course language and concepts suitable for different audiences and contexts.
P10 Communicates information, ideas and issues using appropriate written, oral and graphic forms.

Course components and weightings selected:

Preliminary Core: The Social and Cultural World: 20 marks

Assessment Task:

1. Select TWO social or cultural groups, at least one from Australia. Research and reflect on how the two
groups may interact in relation to two of the following:

Family
Roles and status
Conflict, cooperation and decision making
Gender
Communication
Power, authority and influence

2. Develop and deliver a 3-4 minute presentation to share your findings with the class. Your presentation
may take any of the following formats:

Digital: PowerPoint, multimodal, video, prezi, etc.

Analogue: Poster, overhead projector, collage, diorama, speech, etc.

You will be assessed on how well you:

express the nature of interactions occurring between your chosen two social or cultural groups;
evaluate the implications of the cross cultural interactions for Australian society and culture;
deliver an engaging presentation within the specified time limit.

WARNING: You will NOT be assessed on your ICT abilities!

Great use of ICT will NOT make up for poor content!

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Marking Scheme Developed 20 Marks

Criteria Marks

Within the specified time limit.

Engaging overall presentation that uses appropriate forms and course language for the 1620
audience and mode of presentation.
Presentation integrates the social and cultural course concepts with proficiency.
Uses volume, pace, and emphasis appropriately to effectively convey ideas and
information.
Insightfully identifies and describes the relationships and interactions occurring between
the two chosen social/cultural groups.
Presents a thorough evaluation of the implications of the cross-cultural interaction for
Australian society and culture.

Within the specified time limit.

1115
Overall presentation uses mostly appropriate forms and course language for the audience
and mode of presentation.
Presentation integrates the social and cultural course concepts.
Uses volume, pace, and emphasis to convey ideas and information.
Identifies and describes the relationships and interactions occurring between the two
chosen social/cultural groups.
Presents an evaluation of the implications of the cross-cultural interaction for Australian
society and culture.
Presentation with basic understanding of appropriate forms and course language for the
audience and mode of presentation. 610
Presentation includes basic integration of the social and cultural course concepts.
Very basic use of volume, pace, and emphasis to convey ideas and information.
Basic identification and description of the relationships and interactions occurring between
the two chosen social/cultural groups.
Makes basic reference to the implications of the cross-cultural interaction for Australian
society and culture.
Presentation with limited understanding of appropriate forms and course language for the
audience and mode of presentation. 15
Presentation includes limited integration of the social and cultural course concepts.
Very limited, or inappropriate, use of volume, pace, and emphasis to convey ideas and
information.
Limited identification and description of the relationships and interactions occurring
between the two chosen social/cultural groups.
Makes limited reference to the implications of the cross-cultural interaction for Australian
society and culture.

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Teachers notes regarding the Assessment Task and Assessment Measurement

The pre-assessment lesson should take place at the end of week 6 or

beginning of week 7, prior to starting the in-class cross-cultural comparative
study between Australia and China.
The in-class cross-cultural study of Australia and China should help to model
the assessment task for students.
The post-assessment lesson should take place in the lesson following the
presentations.
For each topic area in the unit after the early lessons on social and cultural
research, processes and methods of research are modeled for, and practiced
by, students. Frequent references should be made to the upcoming
assessment throughout the unit, e.g., this research method may be
particularly useful for X in your assignment.
The pre-assessment lesson is focused on having students clarify what is
expected of them for the assessment, that is, explicit quality criteria, and also
on working with groups interested in similarly topic areas to make a start of
the assignment in terms of ideas and resources.
Prior the Assessment Presentations, students should be paired up (this may
or may not be the same pairings used for the Paired Reading activities
throughout the unit).
During the presentations, each student will peer-assess their partners
presentation against the marking criteria. Then, for homework, students will
use their marking criteria to write their partner a feedback comment,
consisting of warm (positive) and cool (room for improvement) feedback.
In the post-assessment lesson students will have a meeting with their partner
and exchange their feedback. Students will then write an individual reflection
on their presentation, to be submitted to the teacher.
Although the individual reflection itself will not be marked, the teacher will
take them into consideration when writing feedback to students regarding
their presentations.
Also during the presentations, the teacher will use the marking criteria as a
sort of checklist to roughly mark each presentation as it occurs, but settling
on a final mark and feedback comments later at their leisure.

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Unit of Work Pre-Lesson for Stage 6 Preliminary Society and Culture

Stage 6 Topic The Social and Cultural World

Length of lesson 60 mins
Lesson Number in unit 17 / 25

Society and Culture Learning Outcomes

Syllabus outcomes

P1 Identifies and applies social and cultural concepts.

P7 Selects, organises and considers information from a variety of sources for usefulness, validity and bias

Quality Teaching Framework

Quality Teaching Elements Highlight the appropriate areas in columns 2 & 3

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of 1.2 Deep thinking
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.5 Metalanguage
knowledge as something that requires active construction and requires 1.3 Problematic 1.6 Substantive
students to engage in higher-order thinking and to communicate knowledge communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students self
teachers work productively in an environment clearly focused on learning. 2.2 Engagement regulation
Such pedagogy sets high & explicit expectations and develops positive 2.3 High Expectations 2.6 Student
relationships between teacher and students & among students. direction
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students prior knowledge and identities, with contexts outside of the knowledge
classroom, & with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration

Identify the quality teaching elements and indicate how they are achieved within the lesson

Teaching element Indicators of quality teaching elements in the lesson

Intellectual Quality Students participate in critical discussion about the
assessment task and its requirements.
Quality Learning Environment Students provide social support whilst working in groups towards
making a start on the assessment. Students exercise student direction in
the choices they make regarding their assessment.
Significance

Set up prior to lesson

Class set of the assessment task and marking criteria.
Class set of The Investigation handout.

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Lesson purpose
Assessment Task Preparation
This lesson is designed to help students get a head-start in thinking about and researching their
chosen topic area for the assessment task.

Time Teaching and learning actions Organisation

(Experiential, active, critically reflective and sequential learning)
10 mins Lesson Introduction

Distribution of assessment task and marking criteria. Teacher: reads out the
Class reading of the assessment task and marking criteria. assessment task and
Class discussion and questions about the assessment task marking criteria. Teacher
and marking criteria. facilitates discussion and
answers about the task.

Student: listen to the

read out of the
assessment, and
discusses and queries
the task for clarification.

Resources:
Class set of the
assessment task and
marking criteria.
20 mins Group Activity
Students are grouped according to their area of interest, as listed Teacher: observes,
in the Assessment Task (i.e., Family; Roles and status; Conflict, circulates the room,
cooperation and decision making; Gender; Communication; assists where necessary,
Power, authority and influence and later facilitates
group sharing.

Teacher distributes a handout with questions that may be

relevant to and help focus students brainstorming and Student: participates in
research efforts. discussion and
brainstorming.
In groups, students brainstorm ideas for researching the
chosen topics, possible research questions/hypotheses,
appropriate research methods, etc. Resources:
Handout The
Groups record their ideas using a concept map, which they Investigation questions
then upload to Edmodo virtual learning environment (VLE), to from Heinemann Society
share with the class. & Culture, p. 26.
https://1drv.ms/b/s!At1
atOB0spn8gURBnNjR_7r
One member from each group then presents the group ideas BhN6W
to the class.
Cmap -
https://cmapcloud.ihmc.
us/

20 mins Group Research

Teacher: observes,

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In the same groups as in the previous activity, students begin a circulates the room, and
literature search on the internet to find readings and resources assists where necessary.
related to their groups topic area. Students will then add the
resources they find (hyperlinks) to a collaborative online
spread sheet started by the teacher so as to share resources Student: participates in
grouped by topic area. discussion, writes.

Resources: Collaborative
online document for
literature search.

10 mins Lesson closure

Q & A Session Teacher: collects
Students write down anonymous questions on slips of paper question slips, and
regarding the assessment, the topic areas, etc (another answers questions for
opportunity for clarification of the assessment, with students the class.
needing to feel embarrassed). Teacher collects these, reads
them out and answers them out for the class.
Student: write their
questions and submit,
then listen to the
teachers answers.

Resources: Class set

slips of paper.

I will evaluate the students Society and Culture learning in relation to the learning outcomes in the
following ways:

Observations of students contributions to class discussion and the various group activities will
enable diagnostic assessment of students current level of understanding about social and cultural
research and how to go out about approaching the assessment task.
Diagnostic assessment will thus allow the teacher to efficiently plan future content, that is,
fulfilling assessment for learning.

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Unit of Work Pre-Lesson for Stage 6 Preliminary Society and Culture

Stage 6 Topic The Social and Cultural World

Length of lesson 60 mins
Lesson Number in unit 25 / 25

Society and Culture Learning Outcomes

Syllabus outcomes

P1 Identifies and applies social and cultural concepts.

P9 Uses appropriate course language and concepts suitable for different audiences and contexts.

Quality Teaching Framework

Quality Teaching Elements Highlight the appropriate areas in columns 2 & 3

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.5 Metalanguage
something that requires active construction and requires students to engage in knowledge 1.6 Substantive
higher-order thinking and to communicate substantively about what they are communication
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement regulation
high & explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students & among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, & with multiple 3.3 Knowledge
ways of knowing all cultural perspective. integration

Identify the quality teaching elements and indicate how they are achieved within the lesson

Teaching element Indicators of quality teaching elements in the lesson

Intellectual Quality Students engage in critical discussion with their teacher
and their peers.
Quality Learning Environment Students receive and assess themselves and their peers
against success criteria. Students regulate their own
learning through self-assessment.
Significance

Set up prior to lesson

Previous homework students had to construct a feedback comment for their partner regarding
the presentation assessment, using the marking criteria, and consisting of both warm (positive)

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and cool (room for improvement) feedback.

Class set of marking criteria sheet

Lesson purpose
Self- assessment/Assessment for learning
In this lesson students will follow up on their Cross-cultural Presentation Assessments.
Students will give their partners a peer-assessment evaluation.
Students will self-assess their own Presentations against the marking criteria and reflect on their
performance and room for improvement.

Time Teaching and learning actions Organisation

(Experiential, active, critically reflective and sequential
learning)
Lesson Introduction
15 mins Class discussion/story sharing: Students are invited to share
their thoughts on the presentation assessment the general Teacher: facilitates
quality and success of presentations across the class, how they discussion.
felt they performed, etc.

Student: participate in
Teacher may then give a general class-wide verbal feedback
discussion respectfully.
(individual marks and feedback yet to be finalised and
delivered).
Resources:

20 mins Peer feedback evaluations Teacher: observes,

circulates the room,
Students pair up with their assessment partners. Students take
keeps the time and
turns to give each other feedback on their presentations, using
indicates when partners
the marking criteria and the warm and cool feedback students
should swap over.
constructed for homework.

Student: take turns to

give and receive
feedback with their
partners.

Resources: Assessment
marking criteria

15 mins Individual Self-Assessment Reflections Teacher: observe,

circulate the class, and
Students work individually to write a critical reflection on their
assist where necessary.
own presentations. Using the marking criteria, students will
assess their presentation in terms of strengths, weaknesses,
Student: work quietly
and how to improve. Students will also indicate the level of
and independently.
difficulty the assessment task posed for them, and KWL
for/from the assessment, that is:
K what they know. Resources: Assessment
W what they want to know. marking criteria
L what they have learnt.

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Lesson closure
10 mins Class discussion: arising out of the peer- and self-assessments, Teacher: facilitates
students discuss and indicate general class wide areas for discussion.
improvement, that is, areas of research and presenting that
the class need to work on in the next term and unit of work.
These are consolidated into a checklist and copies are Student: participate in
distributed to each student. discussion respectfully.

HOMEWORK: Students must complete (if not already) their

Resources:
Individual reflections and submit to their teacher.

I will evaluate the students Society and Culture learning in relation to the learning outcomes in the
following ways:

Observations of students contributions to class discussion and the peer- and self-assessment will
enable assessment for learning of students current level of understanding about Society and
Culture.
Student contributions to discussion of needs for improvement will thus allow the teacher to
efficiently plan future content.

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Justification for Unit of Work The Social and Cultural World

The study of Society and Culture in Stage 6 is aimed at developing social and
cultural literacy and a clear understanding of the interaction of persons, societies,
cultures, environments and time (Board of Studies NSW, 2013, p. 6). The unit of
work, The Social and Cultural World, is designed to introduce and inaugurate
students to these concepts, skills, and processes involved in social and cultural study.
The unit has been designed using the Understanding by Design model (Wiggins &
McTighe, 2005), in that the outcomes and assessment were determined first, with
pedagogical approaches and learning activities backward mapped from that point.
Such pedagogical approaches include problem- or inquiry-based learning, the flipped
classroom model, the gradual release of responsibility, and a virtual learning
environment (VLE). In this unit, students will engage with the cross-curriculum
priority, Asia and Australias Engagement with Asia, through the Looking in/Looking
out: Exploring the Social and Cultural World Focus Study. Additionally, the unit of
work has been designed with strategies in mind so as to enable students fulfillment
of the general capabilities, Literacy, Numeracy, and Social and Cultural Literacy.

This unit of work blends and incorporates multiple pedagogical approaches. Inquiry
based learning seemed the obvious one, to start with, given the inquisitive nature of
studying society and nature. As such, each topic area of the unit has been framed
and focused with an inquiry question, so as to foster students working as a
community of learners to search for and report on their findings with others (Boas,
2016, p. 103). Furthermore, inquiry based learning may enable deeper thinking and
understanding, as it initiates students into a cognitive apprenticeship, a term
coined by Wilhelm, Fry and Douglass (2015), in which disciplinary skills and
knowledge may be inducted and practiced.

The flipped classroom model has been incorporated into the unit so as to make the
most out of face-to-face lessons. By giving the initial or basic instruction of topic as
materials to be worked through for homework, one can utilise class time to model
skills and processes for students. This may in turn increase students learning,

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cognitive processes, motivation, engagement and enjoyment (Kostaris et al., 2017;

Nouri, 2016; Lo & Hew, 2017). The flipped classroom model additionally provides
opportunity for meaningful learning incorporating technology. This has been
achieved in the unit of work using a Virtual Learning Environment (VLE) (Jarvis,
2014). Edmodo is utilised to deliver all flipped instructional materials and provides a
vehicle for students to respond to those materials.

Modeling skills and processes face-to-face was enabled using the Gradual Release of
Responsibility (GRR) (Howard, 2016). In this model, the teacher first demonstrates
the task they want students to do, talking through the process, that is, I do. They
then facilitate and talk the class through doing the task as a group, that is, we do.
Students may then undertake the task in groups or pairs, with the teacher observing
and assisting where necessary, that is, you do it together. Students are then
encouraged to try the task on their own, that is, you do it. This approach has been
taken with the unit of work in regards to teaching the research process. Following
the learning activities for each topic, the process for answering the inquiry question
using research is modeled using the GRR over the course of the unit.

The unit of work incorporates Literacy/English as an Additional Language or Dialect

(EALD) strategies aimed at improving students concept specific vocabularies and
reading and content comprehension, as adolescent literacy development includes
the following major components: vocabulary, fluency, comprehension of narrative
and expository text, and writing (Antonacci, OCallaghan, & Berkowitz, 2015, p. 5).
Explicit vocabulary lessons and semantic mapping provide meaningful,
contextualised literacy instruction, and incorporates graphic organisers (Antonacci,
OCallaghan, & Berkowitz, 2015). Semantic mapping involves the representation of
content-specific vocabulary as a concept map, in which students add additional links
and examples as their understanding of the concepts expand. Graphic organisers,
such as concept maps, are utilised throughout the unit, as students tend to learn and
remember information more efficiently when the verbal and visual systems of
knowledge are presented together, rather than just the verbal on its own (Clark &

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Paivio, 1991; Dexter, 2010; Klein Reutebuch, Ciullo & Vaughn, 2012). Graphic
organisers are beneficial for all students, including EALD, those with learning or
reading difficulties, disability, and those without (Klein Reutebuch, Ciullo & Vaughn,
2012). Furthermore, concept maps may be of a particular benefit to student learning
(Klein Reutebuch, Ciullo & Vaughn, 2012; Guastello, Beasely, & Sinatra, 2000). These
have been incorporated for meaningful literacy instruction using technology in the
form of the online concept-mapping tool, Cmaps (http://cmap.ihmc.us/cmap-
cloud/).

Paired and choral reading strategies have also been implemented to support EALD
and general student reading proficiency and comprehension (Antonacci,
OCallaghan, & Berkowitz, 2015, p. 68). Paired reading involves pre-reading activities
in which the teacher gives a mini-lesson on the vocabulary students will encounter in
a reading text. After the reading students work in pairs to discuss and summarise the
readings, and read aloud a selected quote or excerpt. Paired reading may be
extended to support EALD students through the use of choral reading, in which the
EALD student is paired with a more fluent English-speaker, and they either read in
unison, or the more fluent student reads a passage first, and then the EALD student
reading in unison with the fluent student (Antonacci, OCallaghan, & Berkowitz,
2015; Reutzel & Cooter, 2008). This strategy is used for all in-class text-reading
activities in this unit of work.

An additional literacy strategy used in this unit is for the provision of audiobooks of
all flipped classroom reading materials. Audiobooks provide effective literacy
opportunities for students, particularly EALD students, as students may listen in their
own time and listen repeatedly to content as is necessary (Antonacci, OCallaghan, &
Berkowitz, 2015). This could is particularly useful for the flipped classroom model as
students are provided with both the reading text and the Audiobook recording, so
that students may read along. This may be particularly beneficial for EALD students
so that they may learn to recognise how words are spelt and pronounced.

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It must be acknowledged that this unit places a greater emphasis on literacy than
numeracy, as there is much content and concept rich reading required, however
numeracy strategies have been implemented where relevant and possible. These
include interpreting information embedded in statistics, graphs, tables, and other
numerical data, and summarising this information in another format (Department of
Education and the Arts, Tasmania, 1995). Students are encouraged to collect and
construct their own data for analysis to explain particular phenomenon (NSW
Department of Education, 2015). Technology has been incorporated into meaningful
and contextualised numeracy instruction through the use of Google Public Data,
which is utilised as a tool for students to collect and analyse data, especially to help
students conduct comparative analyses between different societies and social
groups and understand relational data between different countries (NSW
Department of Education, 2015). Students are also required to plan a research
schedule or timeline, which aids student numeracy by having them display and
summarise data in visual representation (Department of Education and the Arts,
Tasmania, 1995).

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References

Antonacci, P.A., OCallaghan, C.M., & Berkowitz, E. (2015). Developing content area
literacy (2nd ed.). California, USA: SAGE Publications.
Board of Studies NSW. (2013). Society and Culture Stage 6 Syllabus. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-
culture-st6-syl-from2015.pdf
Boas, E. (2015). Developing an inquiry approach. In E. Boas & S. Gazis (Eds.), The
artful English teacher, pp. 103-129. Kensington Gardens, South Australia:
Australian Association for the Teaching of English (AATE).
Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational
Psychology Review, 3, 149-210. doi: 10.1007/BF01320076
Department of Education and the Arts, Tasmania. (1995). Numerate students
numerate adults: A booklet for teachers. Hobart.
Dexter, D.D. (2010). Graphic organizers and their effectiveness for students with
learning disabilities. Thalamus, 26(1), 51-67.
Guastello, E.F., Beasely, T.M., & Sinatra, R.C. (2000). Concept mapping effects on
science content comprehension of low-achieving inner city seventh graders.
Remedial and Special Education, 20(6), 356-364.
Howard, D. (2016). Gradual release of responsibility. In E. Boas & S. Gazis (Eds.), The
artful English teacher, pp. 83-102. Kensington Gardens, South Australia:
Australian Association for the Teaching of English (AATE).
Jarvis, M. (2014). Brilliant ideas for using ICT in the classroom. Florence: Taylor and
Francis. Retrieved from
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1766837
Klein Reutebuch, C., Ciullo, S., & Vaughn, S. (2012). Using graphic organizers in
secondary inclusive content classes. In R.T. Boon & V.G. Spencer (Eds.),
Adolescent literacy: Strategies for content comprehension in inclusive
classrooms (pp. 65-77). Baltimore, USA: Paul H. Brooks Publishing Co.
Lo, C. & Hew, K. (2017). A critical review of flipped classroom challenges in K-10
education: Possible solutions and recommendations for future research.

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Research & Practice in Technology Enhanced Education, 12(1), p. 1-22. Doi:

10.1186/s41039-016-0044-2
NSW Department of Education. (2015, July 15). Numeracy strategies implemented in
Elsies HSIE class [Video file]. Retrieved from
https://www.youtube.com/watch?v=eLQN7ipLcLU
Reutzel, D.R. & Cooter, R.R. (2008). Teaching children to read: The teacher makes the
difference (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria,
Virginia: ASCD.
Wilhelm, J., Fry, S., & Douglass, W. (2015). The activist learner. New York: Teachers
College.

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Appendix A

Society and Culture Stage 6 scope and sequence: Preliminary HSC

The Social and Cultural World

Term 1
Students examine the interactions occurring between persons and within and between groups, both in the contemporary world and in societies across
10 weeks time.
25 hours
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Outcomes P1, P3, P6, P9, P10

Social and Concepts persons, society, culture, environment, time, power, authority, gender, identity, technologies, globalisation, social and cultural literacy, social
Cultural construct, community, continuity and change, citizenship, socialisation, micro/meso/macro level, social structure
concepts

What is the social and cultural world?

How can research help us to draw
Key inquiry How do we experience the social and cultural world? How can an examination of a different social or
conclusions about the social and cultural
questions Where do we as individuals fit into the social and cultural cultural group inform our understanding of our
world?
own?
word?

Unit introduction: The Nature of the Social and Cultural world: Focus Study Looking in/Looking out:
Learning the concepts for studying Society multicultural/hybrid societies; interactions with individuals; Exploring the Social and Cultural World.
and Culture. groups and the community; society as a construct;
Content socially constructed behaviour and social expectations; Assessment Cross-cultural presentation
social groups and institutions.
Social and Cultural Research; Quantitative
and Qualitative research

Personal and Social Identity

Term 2
Students examine the the process of socialisation, and the development of persoanl and social identity in individuals and groups in a variety of social and
10 weeks
cultural settings.
25 hours
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

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Outcomes P1, P2, P3, P5, P8, P10

Social and Concepts - persona, society, culture, environment, time, power, authority, gender, identity, technologies, globalisation, the self and self-concept,
Cultural socialisation, social construct, life stages and life course, roles and status, rights and responsibilities, kinship, class, ethnicity
concepts
How can research help us to draw What is the nature of the development of personal and social How have processes of socialisation
Key inquiry conclusions about the development of identity? changed over time?
questions personal and social identity? How do certain aspects of society and culture influence the
development of identity?
Unit Introduction The Nature of the Development of Personal and Social Focus Study Looking in/Looking out:
Learning the Related depth study Identity Exploring the processes of socialisation.
concepts. Development of self, self awareness, self concept, identity
Content Revisit social and cultural research. and social self; socialisation; influences on personal and Assessment Media Analysis/Research
Introduction to ideas of self and the social identity; nature versus nurture; self development Evaluation
development of self. theories; life transitions.
Half Yearly Examination

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Intercultural Communication
Term 3
Students develop an understanding of how people in different social, cultural and environmental settings behave, communicate and perceive the world
10 weeks
around them so that they can better understand each other and their world.
25 hours
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Outcomes P1, P3, P4, P7, P8, P9
Social and Concepts - persona, society, culture, environment, time, power, authority, gender, identity, technologies, globalisation, acculturation, continuity and
Cultural change, cultural heritage, cultural relativism, cultural transmission, customs, cultural diversity, stereotypes, values
concepts
How can research help us What is the nature of communication in How can Communication How does communication occur between
to draw conclusions about society and culture? Accommodation Theory and within different cultures?
Key inquiry intercultural
questions How does communication maintain social better help us to understand
communication?
relationships and social control? intercultural communication?

Unit Introduction
Learning the Related depth
study concepts.
Content
Revisit social and cultural
research.
The Nature of Communication Theories Relating to Focus Study Looking in/Looking out:
Messages; verbal and non-verbal Intercultural Exploring Intercultural Communication
communication; role of communication in Communication
social relationships and control; individual Communication
Assessment Personal Interest Project
rights and responsibilities; impact of Accommodation Theory (MINI)
changing communication technologies.

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Appendix B Concept Map

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Appendix C Assessment Schedule

Assessment components and weightings

Component Weighting
Knowledge and understanding 50 %
Methods 30 %
Communication 20 %

ASSESSMENT SCHEDULE

Assessment Outcomes Knowledge and Application and Communication of Total (%)

understanding of evaluation of information, ideas
Course Content social and cultural and issues in
research methods appropriate forms

Cross-cultural P1, P3, P9, 5% 10% 15 %

Presentation P10

Media Analysis/Research P1, P2, P7, 5% 10 % 15 %

Evaluation Portfolio P8

Half Yearly Exam P1, P2, P3, 5% 5% 10 %

P4, P5, P6,
P7

Personal Interest Project P1, P4, P5, 5% 10 % 10% 25 %

(MINI) P6, P7, P8,
P9, P10

P1, P2, P3,

Yearly Exam P4, P5, P6, 5% 5% 10 %
P7

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