Soc 2 Marvel

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Nathan Currao 177 394 76
http://societyculturestudynathancurrao.weebly.com/
http://societyculturestudynathancurrao.weebly.com/
Links to online Resource
Justification
The online study site and the lesson plans have been designed to encourage the independent
analysis of Popular culture phenomenon as part of the HSC Society and Culture course. The main
pedagogy to the development of this assignment is self directed learning, this strategy intends to
develop students skills of critical analysis and cultural literacy. To accommodate for a wide range of
potential learning needs a universal design for learning (UDL) framework has been used in
organising the lessons in order to provide opportunities for differentiated learning.
The central learning theory of self-directed learning is intended for students in the later years of
high school as it appeals to students capable of independent goals and management of work
(Marsh, Clarke & Pittaway 2012). Self-directed learning focuses on student agency as key to
learning, by directing the activities to their own interests students will consider the work
meaningful. This is intended to move the function of the learner away from compliance and
towards active and engaged participants (Zmuda & Jackson, 2015).
The theory behind self-directed learning indicates that there are three stages of development that
students may be functioning on these include: guided study, cooperative study and independent
study. Students at the guided stage will need considerable assistance, cooperative students will
need sporadic help and independent learners in this theory will need minimal support. In the
designed activities much of the work will be suited to cooperative self directed study (Marsh, Clarke
& Pittaway, 2012).
The UDL framework is a method of differentiation which aims to create equitable classrooms for the
majority of learners. Although there are learning difficulties that may need considerable additional
support, a universally designed classroom is intended to create activities which provide students
with options to work with their needs without requiring separate support from other students
(Brand & Dalton, 2012).
The online study component deconstructs the some of the key syllabus points into interactive
modules for the students to complete outside of the classroom. The four online lessons focus on the
four distinguishing characteristics of a popular culture as a means of providing valuable background
knowledge for the remainder of the unit (NESA, 2015). Due to the size of Marvel comics as a
popular culture, students are provided with a variety of mediums and products to investigate in the
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pop culture study. The activities within the four online lessons provide the students flexibility in
their responses, often the responses can be informed by personal experience. Each activity has a
number of different sources of information available to the participant, this provides support for
students on a guided or cooperative level of study. To maintain learning is equitable the key
instructions of the activities are underlined, this is done as a form of explicit instruction in absence
of a teacher (Brand & Dalton, 2012).
The first lesson is an introduction to the online study site and the overall unit of Marvel Comics as a
popular culture. To be conducted before the students access the online module, this lesson
introduces the concept of a popular culture as part of a sequence of learning which scaffolds
towards a complex understanding of pop culture in the later lessons. The teacher is heavily involved
in the direction of this lesson, this is done to begin the learning with everyone at the guided stage of
self-directed learning from this lesson the students will have chances to demonstrate how they
develop their skills in individual agency (Marsh, Clarke, Pittaway 2012). Along with building cultural
analysis this lesson introduces some key aspects of cultural literacy in the lesson with the
discussions regarding the meanings of Popular Culture and High or Low Culture, the ability to define
how common entertainment can be divided by class is an important learning not only for the unit
but beyond school (Mulcahy,2007). To make the activity in the lesson accessible for a range of
learning needs the students have been provided with worksheets with clear definition and
instructions, explicit direction along with the chances for students to use their verbal skills provides
opportunities for students to engage without a heavy focus on reading and writing (Brand & Dalton,
2012).
The second lesson will use past HSC paper exam questions as the main activity. This is done to
introduce the students to the quality of work expected when they reach the HSC exams, the
questions selected for the activity have been organised to continue the learning of the online
resource and the overall study of critical analysis though self-directed learning (Zmuda & Jackson,
2015). The completion of the activity is done as a summary with a fair portion of time dedicated to
the end of the lesson so that the students can get immediate feedback, the quality of their essay
scaffold will indicate how well the students can select and deconstruct an element of the popular
culture of their own choosing as well as their extended response skills.
Using the feedback from the completion of the online lessons to indicate areas which need to be
developed, the third lesson has been designed to develop the skill of critical thinking. The ability to
critically considered the intentions and meaning behind aspects of popular culture will be useful for
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their HSC studies as well as their daily life (Terry, 2012). This ICT based lesson reengages with the
students abilities of self-directed learning, the lesson progresses from the first of the assignment
and targets development towards the cooperative stage of self-directed study (Marsh,Clarke &
Pittaway, 2012). This can be identified in the key activity of the class which asks students to think
critically regarding how social change is enacted through one marvel comics character of their
choosing, to support the cooperative or lower level students the class will do this task in groups and
will be supported by a critical thinking template. To keep this classroom accessible for a range of
needs the activity has been designed to provide multiple points of access in options for the
presentation in class (Brand & Dalton, 2012), in selecting the subject of their research and means of
giving a short presentation to the class students are able to interact with the activity in ways that
suit their learning needs.
Sources
Brand, S., & Dalton, E. (2012). Universal Design for Learning: Cognitive Theory into Practice for
Facilitating Comprehension in Early Literacy. Forum on Public Policy: A Journal of the
Oxford Round Table.
Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher. Frenchs Forest, N.S.W.:
Pearson Australia.
Mulcahy, C. (2007). Critical Literacy, Classroom Practice, and Everyday Lives. New England Journal
Reading Association Journal,43(2).
NESA. (2015). Society & Culture Stage 6 Syllabus. Sydney NESA.
Terry, D. (2012). Assessing Critical-Thinking Skills Using Articles from the Popular Press. Journal of
College Science Teaching,42(1).
Zmuda, A., & Jackson, R. (2015). "Real engagement: how do I help my students become motivated,
confident, and self-directed learners?". Alexandra, VC: ASCD.
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Lesson Plan
Topic area: Stage of Learner: 6 Syllabus Pages:
Society & Culture
Date: Location Booked: Lesson Number: 1 /3
Time: 60 minutes Total Number of students 15 Printing/preparation

pop culture definition sheets
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment the interaction between use examples drawn from
popular culture, society contemporary society
H4 assesses the interaction of The students will
and the individual
personal experience and public be assessed on
knowledge in the development their ability to
of social and cultural literacy analyse the
concept of a
popular culture and
where it stands in
class.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep 1.2 Deep 1.5 Metalanguage
understanding of important, substantive concepts, skills understanding
1.6 Substantive
and ideas. Such pedagogy treats knowledge as something
1.3 Problematic communication
that requires active construction and requires students to
knowledge
engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where 2.5 Students self
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy
5
sets high and explicit expectations and develops positive 2.3 High 2.6 Student direction
relationships between teacher and students and among Expectations
students.
Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural
3.6 Narrative
draws clear connections with students prior knowledge knowledge
and identities, with contexts outside of the classroom, and
3.3 Knowledge
with multiple ways of knowing all cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
This lesson introduces several new phrases to the vocabulary cultural literacy
1.5
Much of the lesson is influenced by the students own experiences and perceptions of the
popular culture.
2.6
3.2 A key learning of the lesson is understanding the construct of class in society and how it can
be applied to a popular culture.
6
Time Teaching and learning actions Organisation Centred
T/S
5 Roll Call Teacher: focus of the room
Student: entering & Seated
Resources:
10 Teacher: Demonstrating
Introducing the key pop culture study. website
The teacher will demonstrate to the class how to
access, navigate and complete the online study T
site. Student: Observing
Resources:
15 Brain storm marvel. Teacher: Drawing a mind map

Have the students note down all the words they on the board
associate with Marvel comics. Teacher should
create a mind map for this on the board.
Student: writing down their
own answers and contributing T/S
to the class mind map.
Resources:
20 The teacher will put on the 10 minute video Teacher: Presenting Video
what is pop culture
In this time the teacher will encourage students
to take notes on important concepts such as Student: Observing
high/low culture.
Resources: means to present
video to class
Projector/Computer
T
25
7
30 Teacher: Answering questions,

assisting filling out the
students will be a given a worksheet with the worksheet
definition of popular culture provided. Prompted
by the brain storm and the video they will be
asked to write down the reasons why the Marvel Student: Working individually
Comics fits the idea of a popular culture. S
35 Students will have 10 minutes to do this Resources: Single page

worksheet
40 The second activity can be done on the board. Teacher: Leading discussion at
The teacher will write the question Should the board
Marvel Comics be considered a high culture or
low culture form of pop culture?
Student:Contributing opinions
based off todays lesson
This may create an informal debate or there may
be a unanimous opinion.
45
Resources:
The discussion should focus on who the target
audience of the pop culture is, as well as
discussing whether the nature of the pop culture
has changed classes over time.
TS
Encourage the students to write down the

50
question and subsequent notes on the board into
their books as this question will remain relevant
through out the unit.
60 The last 10 minutes the teacher should survey for Teacher:

any questions or concerns about students being
able to access the online study site, this may
Student: TS
8
involve demonstrating again how to access the
site from a device.
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
How useful it is to allow students guide the lesson with their personal experiences. The popular
culture of Marvel Comic is one that most of the students will be familiar with so it is best for class
engagement if the students are allowed to analyse their own interactions with the contemporary
culture.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
H4 The comparison between the public perception of comic

books and the student personal perspective is a main point
of the activities in this lesson
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
4.1 Support The lesson is designed to promote students to engage using their own
student experiences and the activities can be informed by their hobbies and
participation interests.
2.2 Content A class mind map is introduced to generate background knowledge on the
selection and topic before commencing the activities. The order of activities ae
organisation intended to support each other.
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WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Fire safety
Room tidiness
Room Structural damage
Gas or Electrical issues
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.
D. (2014, January 14). What is Popular Culture? Retrieved April, 2017, from
https://www.youtube.com/watch?v=6-8u9m4oYBQ
Resources Attached:
You must list all the resources that you have created or found in this space.
Resource 1 Youtube Video
Resource 2 Worksheet
.
10
11
Lesson Plan Post lesson two
Topic area: Society and culture Stage of Learner: 6 Syllabus Pages:
Date: Location Booked: Lesson Number: 2 /3
Time: 60 minutes Total Number of students 15 Printing/preparation
Past exam papers
Syllabus outcomes Lesson assessment continuities and analyses continuity and

changes to the popular change and their
H5 analyses continuity and Students will be
culture influence on personal and
change and their influence on assessed on their
social futures
personal and social futures ability to integrate
the information
from the video and
the online study
into their exam
response
1.6 Substantive
knowledge

criteria
2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive
Expectations
12
relationships between teacher and students and among
students.

knowledge
3.6 Narrative
3.3 Knowledge
integration

element
This lesson relies on the students ability to understand the history of the popular culture,
1.1 while supported by content in class students will best complete the activity if they have
completed the online study lessons.
The extended response will require students to synthesise knowledge about the popular
3.3 culture that are not specifically addressed to the topic of continuity & change and reassess
the information to answer the question.
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T/S
5 Roll Call Teacher: Conducting Roll
Student: Entering and Seated

T
Resources:
10 Students will watch 15 minutes of the Stan Lee Teacher: Organising video
documentary to provide some background
knowledge on Marvels most successful comics
Student: Observing
Resources: Means of
presenting youtube clip to
class.
15 show 10:00 25:00
20
25 The teacher will introduce the activity for the Teacher: introducing activity
lesson which will involve past HSC exam papers. and distributing resources
For an extended response on Pop culture
Students will need to complete an introductory
paragraph and dot points outlining the main Student: Seated waiting for
essay points they would cover. exam papers
14
Resources: Exam papers
30 After distributing the Exam question the teacher Teacher: Present and assisting
will allow 20 minutes for the students to students
complete the task
Student: completing activity
Resources:
35
40
45
50 The teacher will conclude the activity and gauge Teacher: Engaging discussion
the quality of responses. Stronger responses will about how to approach the
reflect which students have completed the extended response
online study site before this lesson
Student: Introducing their T/S

approach to the response
60
Resources:
15
Reflection
This lesson has highlighted to the importance of flexible methods of teaching, it is important to
alternate between reading heavy lessons and lessons which involve technology or watching a film to
keep the classes engaging and different.
H5 The students competency with analysing continuity and

change will be assessed in the completion of the practise
exam question.

Standards
3.1 Establish The lesson uses a past HSC exam as an example of the questions students
challenging may see in their HSC, this is intended to demonstrate to them the
learning goals standard of work they will need achieve by the HSC period.
5.1 Assess Assessing the quality of responses to the main activity of the lesson will
student indicate to the teacher the strength of learning from the content of that
learning lesson and the amount of study outside of class.
16
WHS
Fire safety
Room tidiness
References (In APA)
space.
N. (2014, September 01). Stan Lee documentary. Retrieved April, 2017, from
https://www.youtube.com/watch?v=7vgapiQek7I
NESA. (n.d.). 2014 HSC Society and Culture Exam. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/53bb2927-e564-4b2e-
9a9d-a4cb715fadc3/society-culture-hsc-exam-
2014.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-53bb2927-e564-4b2e-
9a9d-a4cb715fadc3-lHm5lk.
Resources Attached:
17
Resource 1 - Documentary
Resource 2 2014 HSC Exam Question

18
Lesson Plan Post lesson two
Topic area: Society and Culture Stage of Learner: 6 Syllabus Pages:
Date: Location Booked: Computer Lesson Number: 3/3

room
Time: 60 minutes Total Number of students 15 Printing/preparation Critical

Thinking help sheets
Syllabus outcomes Lesson assessment the contribution of the analyse continuity and
popular culture to social change and their
H5 analyses continuity and Students will be
change influence on personal and
change and their influence on assessed on the
social futures
personal and social futures effectiveness of
their critical
thinking based on
their online site
study work
compared to the
Life Skills outcomes work they present
in this class.
1.6 Substantive
knowledge

criteria
2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive
Expectations
19
relationships between teacher and students and among
students.

knowledge
3.6 Narrative
3.3 Knowledge
integration

element
Students will be engaging with topics such as racism and homophobia in this lesson, the
1.3 students are expected to navigate the difficult issues demonstrate solid understanding.
In this ICT lesson students will have to demonstrate responsibility in the appropriateness of
the content they search.
2.5
This lesson requires students to understand the cultural context of the relevant time
periods to their chosen representation of social change
3.2
20
T/S
5 Roll Call Teacher: Conducting Roll Call
Student: Entering and seated
Resources:
10 Tell students to sit in groups of 3 before they use Teacher: Focus of the room
a computer. The teacher will discuss with the engaging discussion
students feedback based off their work with the
online site study (For this lesson the skill that will
be strengthened is critical thinking). Student: observing
The teacher will provide students with an

information sheet which states several helpful Resources: Critical thinking
questions students can apply to a topic to help sheets T
15 promote critical thinking. The teacher should
take a couple of minutes to read the questions
and clarify ways they can be used before the
activity begins
20 Introduce the activity: Teacher: Introducing activity,

In groups of 3 the students will be tasked with assigning groups
with creating a presentation to address this
statement. Select one Marvel Comic book
T
character, discuss one way in which the Student: Organising how the
representation of the character promotes social three students will use the
change and discuss why Marvel has chosen to computers
represent this change.
Resources:
25 Allow 20 minutes for the students to do research Teacher: Assisting student

and create responses to the activity. Students research
may use to the online study site for support. S
21
Student: Completing activity
30 Resources:
35
40
45 The student groups will have 2-3 minutes to Teacher: Observing and asking
present a summary of their response. Students any relevant questions to
are encouraged to email the teacher any prompt further engagement
relevant information in the critical thinking study with the presentation
which they did not fit into the presentation.
S
Student: Presenting or
Observing
50
Resources:
60 Teacher can use this last 10 minutes to discuss Teacher: Leading Discussion
overall strengths and weaknesses in the classes
critical thinking
Student: Observing T
22
Resources:
Reflection
H5 analyses continuity and Students understanding of change in the popular culture is

change and their influence on measured in the quality of their analysis and presentation
personal and social futures in the class.

Standards
2.6 Information This lesson uses ICT resources to expand the sources of research giving
and the students more depth of information in completing the activity.
Communication
Technology
(ICT)
23
WHS
Appropriateness of content accessed on the internet

Fire safety
Room tidiness
References (In APA)
space.
6 Questions Every Critical Thinker Should Ask. (n.d.). Retrieved April, 2017, from
http://www.educatorstechnology.com/2014/11/6-questions-every-critical-thinker.html
Resources Attached:
24
Resource 1 - Critical Questions help sheet
.
25
Appendice
26
Appendix Scope and Sequence

27
Appendix Concept Map
.
28
Appendix Assessment Schedule

.
.
Task 1 Task 2 Task 3 Task 4 Task 5
Date Term 1 Term 2 Term 3 Term 4 Term 4
Outcomes H1,2,3,4,5,6,7,9,10 H1,2,3,5,7,9,10 H1,2,3,5,7,910 H1,2,3,5,7,9,10 H1,2,3,5,7,9,10
Topic Focus Continuity and Change Popular Culture Marvel Belief systems and Social conformity and Social Inclusions and
Comics ideologies non comformity exclusion
Assessment components and Pip 10 % pip 10% Pip 10% Pip 10%
weighting 15% 10% 15% 10% 10%
Task Component Oral Presentation Take Home Essay In Class Extended In-Class Examination Trial HSC
Response
29
Society and Culture HSC Popular Culture
Due: Week 8
Word Count: 1000 words
The Task:
Students are to identify with evidence how the popular culture of Marvel comics expresses
contemporary social values and how these values reflect social change
Syllabus Outcomes:
H1 evaluates and effectively applies social and cultural concepts
H2 explains the development of personal, social and cultural identity
H3 analyses relationships and interactions within and between social and cultural groups H5
analyses continuity and change and their influence on personal and social futures
H7 selects, organises, synthesises and analyses information from a variety of sources for
usefulness, validity and bias
H9 applies complex course language and concepts appropriate for a range of audiences and
contexts
H10 communicates complex information, ideas and issues using appropriate written, oral and
graphic forms
Students are assessed on their ability to:
Accurately identify contemporary issues relevant to the popular culture

Use qualitative and quantitative information effectively
Structure a detailed assessment of the popular culture and social change
Appropriate referencing
30
Assessment Marking Criteria
Part 1 Criteria for Success Mark

- Displays high level of understanding of the way the popular culture represents contemporary
social values
- Presents clear findings of research in both qualitative and quantitative information
- Utilises a range of relevant, valid and reliable sources 16 - 20

- Produces a clear annotated bibliography
- Displays satisfactory level of understanding of the way the popular culture represents
contemporary social values
- Presents some findings of research in both qualitative and quantitative information
- Utilises a some of relevant, valid and reliable sources 10-15

- Produces a clear annotated bibliography
- Displays unsatisfactory level of understanding of the way the popular culture represents
contemporary social values
- 6-9
- Presents inadequate findings of research in qualitative or quantitative information
- Relies on irrelevant or unreliable sources

- Bibliography attempted
- Displays little to no understanding the way the popular culture represents contemporary
social values
- Presents little to no findings of research in qualitative or quantitative information 0-5
- Utilises questionable sources

- Bibliography not attempted
31
Appendix Unit outline
UNIT OUTLINE
Subject: Society and Culture Number of
Course: Stage 6 Weeks 10
Unit title: Popular
culture
Unit context within Scope and Syllabus Outcomes

Sequence
H1 evaluates and effectively applies social and cultural
concepts
H2 explains the development of personal, social and
Second Unit HSC year cultural identity
H3 analyses relationships and interactions within and
between social and cultural groups H5 analyses
continuity and change and their influence on personal
and social futures
H7 selects, organises, synthesises and analyses
information from a variety of sources for usefulness,
validity and bias
H9 applies complex course language and concepts
appropriate for a range of audiences and contexts
H10 communicates complex information, ideas and
issues using appropriate written, oral and graphic forms
Literacy Focus Numeracy Focus ICT Focus
Differentiation
Deconstructing Numeracy plays a Atleast one The unit has been fitted with
the meta language role in the study of lesson will focus universal design for learning
of the unit and re research on the use of framework to create equitable
affirming the methodologies. technology to learning and provide time for the
meanings of support student teacher to address significant
certain phrases learning. student needs
which take on a
particular role in
the study of
society and
culture.
32
Week/ Syllabus Content Teaching and Resources Course

Sequence Learning Strategies concepts:
including assessment
for learning.
Students develop an The students will be Online study Persons Culture
understanding of the supported by an site Society
Week 1 nature of popular online module which Miso meso
culture by will support their macro level
examining the learing of the basics of
FOUR pop culture and its
distinguishing four characteristics
characteristics
the creation and This week will focus Time
development of the on the evolution of persons
popular culture marvek comics and Power &
how its expansion Authority
Week 2 across mediums has
the consumption of made it heavily
the popular culture consumed
the ownership of the Focus on the clash of Environment

popular culture and copyright between fox Gender
Week 3 the tensions between and Disney regarding Identity
consumers and the copyright of films Socialization
producers and how the Power &
Distribute ownership of Disney Authority
Assessment the stakeholders and has shaped the
Notification how they influence political discourse of
the popular culture the product
family, peer groups,
media, marketers,
governments, global
group
Week 4 groups that accept Look at the cultural Look at Persons
and reject the clashes between significant Social and
popular culture regarding the comic books cultural literacy
repsesentation of new edition
changing homosexuality and Thor
perceptions and the gender in the comics
value of the popular
culture to groups in
society
33
Week 5 the contribution of Key focus on the Technologies,

the popular culture alteration of gender Social structure
to social change and race for major
characters and the
the positive and reaction of these
negative impact of changes
the popular culture
on wider society
Week 6 determine current Technologies
trends and suggest Look at statistical Social and
probable future popularity of the pop cultural literacy
directions for the culture and what this citisenship
popular culture indicates for the future
Week 7 predict the Discuss according to Continuity and

importance of the current trends and change
popular culture to growth what marvel
society in the near content could mean
future for main stream media
in the future
Week 8 continuities and Re affirm the big Culture
Assessment changes to the changes over time to society
Task due popular culture the content environment
first lesson. Globalisation
technologies
the relationship of Using quantitative and Society

Week 9 access and qualitative research Culture
consumption to age, investigate the main Time
class, ethnicity, audiences and which Environment
gender, location, demographics are on Gender
sexuality the rise in popularity. Globalisation
Week 10 Personal The students will Persons

relationship with the theirpersonal Culture
popular culture experience to examine Time
the influence of the Society
pop culture Environment
Assessment Details The unit
assessment is a take home research
assignment worth 10%
34
Appendix Relational HSC Table
HSC Question and Year Outcomes
2016 H2 explains the development

Question 12 Popular Culture of personal, social and cultural
(20 marks) (a) How does identity
paraphernalia contribute to a
sense of identity in ONE
H5 analyses continuity and
popular culture? 5 (b) Evaluate
change and their influence on
the roles of both official and personal and social futures
unofficial censorship in the
development and evolution of
ONE popular culture. 15
2015 H7 selects, organises,

Question 11 Popular Culture synthesises and analyses
(20 marks) (a) Explain how the information from a variety of
media influence demand for sources for usefulness, validity
popular culture. 5 (b) To what and bias
extent does ONE popular H3 analyses relationships and
culture express contemporary interactions within and
values that contribute to social between social and cultural
change? 15 groups
2014 H5 analyses continuity and

Question 11 Outline ONE change and their influence on
aspect of continuity in the personal and social futures
consumption of ONE popular
H1 evaluates and effectively
culture. 3 Question 12 How
applies social and cultural
has conflict created change in
concepts
ONE popular culture? 5
2013 H5 analyses continuity and

Question 11 Describe the role change and their influence on
of paraphernalia in the personal and social futures
consumption of ONE popular
H2 explains the development
culture. 4 Question 12 Explain
of personal, social and cultural
the influence of technology on
identity
the globalisation of ONE
popular culture. 6

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1

Nathan Currao 177 394 76

NESA. (2015). Society & Culture Stage 6 Syllabus. Sydney NESA.

Topic area: Stage of Learner: 6 Syllabus Pages:

Society & Culture

Date: Location Booked: Lesson Number: 1 /3

Time: 60 minutes Total Number of students 15 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

5 Roll Call Teacher: focus of the room

Student: entering & Seated

15 Brain storm marvel. Teacher: Drawing a mind map

30 Teacher: Answering questions,

35 Students will have 10 minutes to do this Resources: Single page

Encourage the students to write down the

60 The last 10 minutes the teacher should survey for Teacher:

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H4 The comparison between the public perception of comic

Graduate Evidence within this lesson

References (In APA)

Resource 1 Youtube Video

Lesson Plan Post lesson two

Topic area: Society and culture Stage of Learner: 6 Syllabus Pages:

Date: Location Booked: Lesson Number: 2 /3

Time: 60 minutes Total Number of students 15 Printing/preparation

Past exam papers

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment continuities and analyses continuity and

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

5 Roll Call Teacher: Conducting Roll

Student: Entering and Seated

Resources: Exam papers

Student: completing activity

Student: Introducing their T/S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H5 The students competency with analysing continuity and

Graduate Evidence within this lesson

References (In APA)

Resource 2 2014 HSC Exam Question

Lesson Plan Post lesson two

Topic area: Society and Culture Stage of Learner: 6 Syllabus Pages:

Date: Location Booked: Computer Lesson Number: 3/3

Time: 60 minutes Total Number of students 15 Printing/preparation Critical

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

5 Roll Call Teacher: Conducting Roll Call