Society and Culture

Curriculum Assessment
Professional Task 2017

By Rachel Foster 17439190

 Contents Page

Scope and Sequence________________________________________ pg. 3

Concept Map ______________________________________________ pg. 4

Assessment Schedule _______________________________________ pg. 5

Unit Outline _____________________________________________ pg. 6-14

Assessment Task _______________________________________ pg. 15-17

Pre Assessment Lesson Plan ______________________________ pg. 18-23

Post Assessment Lesson Plan _____________________________ pg. 24-29

Justification ____________________________________________ pg. 30-32

Reference List ____________________________________________ pg. 33

Appendices ____________________________________________ pg. 34-46

2
 Society & Culture Curriculum Assessment: Professional Task

Appendix A: Scope and Sequence Society and Culture

Course Term 1 Term 2 Term 3 Term 4

Preliminary Topic: The Topic: Topic: Intercultural Students start the

Social and Personal and Communication 40% HSC course in this
Cultural Social term.
World 30% Identity 40% Syllabus Outcomes:

Syllabus Syllabus P1, P2, P3, P4, P5, P6,

Outcomes: Outcomes: P8, P10

P1, P3, P5, P2, P3, P5, Duration in weeks: 6

P6, P7, P10 P6, P8, P9, week
P10, P11
Duration in
weeks: 3 Duration in
weeks weeks: 6
weeks

Course Term 4 (year Term 1 Term 2 Term 3

11)

HSC Topic: Topic: Social Topic: Depth Studies Topic: Depth

Personal and Cultural 20% Popular Culture Studies 20%
Interest Continuity Equality and
Project 30% and Change Syllabus Outcomes: Difference
30% H2, H3, H4, H5, H7, H8, Syllabus Outcomes:
Syllabus
H10
Outcomes: Syllabus
Outcomes: H2, H3, H4, H5, H7,
H1, H7, H6, H8, H10
Duration in weeks: 8
H8, H9, H10, H1, H3, H4,
H11 weeks
H5, H6, H7,
Duration in weeks:
H8, H10
8 weeks
Duration in
weeks: 12 Duration in
weeks weeks: 12
weeks

3
 Appendix C: Assessment Schedule for Year 11/2017

Component Task One Task Two Task Three: Task Four: Weighting %

The Social Personal Intercultural and Examination

and Cultural and Social Communication
World. Identity.

Report and Research Research and Preliminary

Oral and Report Report Examination
Presentation

Term One Term Two Term Three Term Three

Outcomes P1, P3, P5, P2, P3, P5, P1, P2, P3, P4,
P6, P7, P10 P6, P8, P9, P5, P6, P8, P10
P10, P11

Knowledge and 10 10 10 20 50
Understanding of
Content

Application and 5 10 10 5 30
evaluation of social
and cultural research
methodologies

Communication of 5 5 5 5 20
Information, ideas
and issues in
appropriate forms

Marks 20 25 25 30 100

4
 Unit Outline: Society and Culture The Social and Cultural World.

UNIT OUTLINE
Subject: Social & Cultural World Course: Preliminary Number of Weeks: 3 weeks

Unit title: The Social and

Cultural World 20%

Key Concepts/ Big Ideas The importance of this learning

Social and Cultural Literacy The focus of this study is the interactions between persons,
Community societies, cultures and environments, both in contemporary
Groups society and in societies across time (BOSTES, 2015, pg. 30).
Communication
Conflict
Socialisation
Enculturation
Acculturation
Cooperation
Citizenship
Decision-making
Change
Continuity
Multiculturalism
Micro World
Macro World
Methodologies
Unit context within Scope and Syllabus Outcomes
Sequence

Term One 30% P1 Identifies and applies social and cultural concepts.

P2 Describes personal, social and cultural identity.

P3 Identifies and describes relationships and interactions

within and between social and cultural groups.

P5 Explains continuity and change and their implications for

societies and cultures.

P8 Plans and conducts ethical social and cultural research.

P10 Communicates information, ideas and issues using

appropriate written, oral and graphic forms.
(BOSTES, 2015, pg.27)

5
Literacy Focus Numeracy ICT Focus
Focus Differentiation

Literary focus will be Numeracy ICT will be Differentiation will be demonstrated

demonstrated focus embedded throughout the unit of work with focus on
throughout the unit throughout this throughout the unit low SES and EALD students. Scaffolding
of work with unit of work of work through will be used to ensure these students
emphasis on writing, will include lesson activities have academic achievement and other
oral and presentation lesson and also the pedagogical strategies such as peer
skills which are activities such assessment task, learning and collaborative learning will
inherently significant as mind- which incorporates be evident in order to demonstrate the
skills cross curricula mapping which a multimodal oral ability to have student centred
and throughout the correlates with presentation classrooms so that low SES and EALD
HSC course. Students the ability to allowing students students build confidence and have
will have the ability organise and the freedom to developed academic skills.
to synthesise their systematically present their
ideas and opinion collate ideas. findings through
coherently and will various modes of
learn effective ICT.
methods of
presentation through
the assessment task

6
Week/ Syllabus Content Teaching and Learning Strategies Resources
Sequence including assessment for learning.

Week One Concepts and Social and
Cultural Research:
P1
The introduction to the
P2 Preliminary Course will focus
P3 learning on key fundamental
concepts needed to
undertake the Society and
Culture Course.
The key fundamental
concepts that are not to be
look at individually but
interrelated between each
other are:
- Society
- Culture
- Persons
- Environment
- Time
- Power
- Authority
- Gender
- Technology
The process of Social and
Cultural Research will also be
explored during this week
laying the foundation skills
students will need to
complete the assessment
task.
Skills Include:
- Methodologies
- Literature Review
- Synthesis
- Topic Question
- Planning and
Implementing
- Presentation of
Findings
Lesson One: Lesson One:
The key focus of this lesson will be Key concepts
introducing the students to the key and their
concepts and ideas outlined in the definitions
syllabus for Society and Culture. (BOSTES, worksheet.
2009, pg. 48-53). (Please see
appendices,
Small Group Activity: Students to be placed for
into groups and will conduct an activity worksheet).
on the key concepts. The worksheet has
two different columns the right hand side Workbooks.
has all the different definitions to the key
concepts. Student must fill in the left side
of the worksheet and working together in
their groups decide which concept fits the
concept definition.
Differentiation: low SES and EALD
students will also be given a list of the key
concepts they are trying to match to the
definitions, in order to give them more
understanding and guidance when
completing the task.
Whole Class Discussion: Once students are
finished deciding what concepts fit their
corresponding definition. Ask some
students what they think certain
definitions are? Were they unable to
decipher all the terms? Discuss with the
class why the definitions match and
correspond to certain key concepts and
ask students to fix any mistakes they
made during the exercise.
Mind- Mapping Activity: Working
individually students are to now construct
a mind-map in their workbook with the
word CONCEPTS in the middle from here
students can arrange the key concepts
anywhere around the page, after this
students are to try and find links between
the concepts and why?
Differentiation: Low SES and EALD are

7
Finally this week will also
introduce the assessment
task for this unit of work
which is a report and oral/
multimodal presentation in
class, students will be
encouraged to begin working
on there task immediately.
(BOSTES, 2009, pg. 21-22).
allowed to work together to complete this
task if they wish, or guide the students
through the process giving them ideas
about why certain concepts link and how.
Whole Class Discussion: After ten minutes
ask certain students where they found
links between the concepts and why?
Were they able to make the entire
concepts link? Did they think some
concepts stood by themselves?
End of Class Activity: Every student before
leaving class has to list three things they
learnt during this lesson.
Lesson Two: Lesson Two:
This lesson will focus on the process of K-W-L
Social and Cultural Research; students will Worksheet
learn the foundation on key research (Please see
methods and ideologies. appendices
for
K-W-L Activity: Please hand out to
worksheet).
students the k-w-l worksheet on Research
methods and ideologies. Ask students Power Point
what they already about research? What on Social and
are some research methods? After Cultural
completing this column of the worksheet, Research
move onto what do students want to (Please see
know about research? Give students five appendices
minutes to discuss what they might want for
to know about research. Instruct the class presentation).
that they will be given time to come back
to the third column about what they have DO NOW
learnt later on in the lesson. activity
(Please see
Differentiation: Low SES and EALD appendices
students provide them the K-W-L for activity).
worksheet with attached work bank about
different research methods and ideologies
in order to guide them through the
activity.
Power Point Presentation on Social and
Cultural Research: Open up the Prezi
presentation on research and explain
what research is, what different
methodologies are/mean and answer any
8
 questions students may have about
research. Students are encouraged to take
notes as needed or to view the
presentation later and take notes.

K-W-L Activity Continued: Students are

now encouraged to return to their k-w-l
worksheet and fill in the third column on
what they have learnt about research
methods and ideologies.

Do Now Activity: Open up the DO NOW

activity for students and ask students to
complete the task before leaving, students
will need this completed task for next
lesson.

Lesson Three: (Please also see Pre

Assessment Lesson Plan) Lesson
Three:
This particular lesson will draw together
the information students have learnt the DO NOW
previous two lessons and will also activity
introduce the assessment task to students. (Please see
appendices
Do Now Activity: Students are to open for activity).
their workbooks to their do now activity
from the previous lesson. Ask some Kahoot Quiz
students about their answers on the (Please see
activity and discuss their opinions. appendices
for link to
Kahoot Quiz: Students are now asked to quiz).
open their devices and take part in the
Kahoot Quiz about what they have learned
the past two lesson. Drawing on key
concepts and ideas, research methods and
ideologies.

Please now refer to Lesson Plan.

Week Two The Nature of Society and Lesson Four: Lesson Four:
Culture
P5 This lesson will explore the nature of Discipline
The nature of society and society and culture, with the build on from Worksheet
P8 culture will be explored by the foundation skills learnt in previous and
P10 examining cross- cultural lessons. Scaffolded
studies and interdisciplinary. Discipline
Discipline Worksheet: Hand out to Worksheet
The part of the unit of work students to the worksheet on different (Please see
will incorporate how society disciplines within the Social and Cultural

9
combines personal
experience and public
knowledge drawing on work together to complete this task.
multiple disciplines.
Such disciplines include:
- Anthropology
- Psychology
- Sociology
- Philosophy
- Cultural Studies
- Communication
- Media Studies
This week will also include
the assessment task itself;
students will present their
report and oral/multimodal
presentations in class.
(BOSTES, 2009, pg. 21-22).
World. Students have ten minutes to appendices
complete the second column; students can for
worksheet).
Differentiation: For low SES and EALD Micro/Macro
students please give them the scaffolded World
version of the discipline worksheet. Worksheet
(Please see
Whole Class Discussion: As a class ask appendices
students to voice their ideas and opinions for
about the discipline worksheet answers. worksheet).
Discuss with the class the importance of
these disciplines to society and culture.
After this discussion please give students
to definitions of the disciplines and ask
them to fill in the third column of their
worksheet. (Scaffolded worksheet already
has definitions filled in).
Micro and Macro World Activity: Handout
to students to micro/macro world
worksheet and please ask students to fill
out the worksheet in reference to their
own personal, social and cultural worlds.
Discussion: Ask some students to share
their worksheets with the class. Do they
have similar worlds to rest of the class?
Do they differ? Do some aspects overlap?
Lesson Five: Lesson Five:
Students are to go to the library and N/A
spend this lesson to continue working on
their assessment tasks.
Differentiation: Please allow time to check
in on the progress of the assessments for
low SES and EALD students, and give
them any guidance where needed.
Lesson Six: Lesson Six:
Students to give their oral/multimodal Students
presentations in this lesson, please collect must hand in
students reports before the end of class. their reports
and present
their
assessments.
10
Week Three The Social and Cultural
World:
P5
This week will encompass
P8 cross-cultural studies and
will examine the micro and
macro worlds.
There will be a focus on the
interrelation between
persons and their
interactions between other
individuals, groups and the
community.
Key Concepts throughout this
week will include:
- Family
- Roles and Status
- Gender
- Communication
- Power, Authority and
Influence
- Conflict, Cooperation
and Decision- Making
Moreover the cross-cultural
exploration will compare the
Australian society with
another overseas country in
relation to key concepts and
ideas.
Lastly assessment task
feedback will be given to the
students and areas of
improvement will be
addressed and highlighted
before undertaking the unit
of Personal and Social
Identity.
(BOSTES, 2009, pg. 21-23).
Lesson Seven: Lesson
Seven:
This lesson will start to look at cross-
cultural studies. Building on from the Workbooks.
previous lesson on micro/macro worlds
and exploring differing perspectives and
ideas about society and culture.
Small Group Activity: Working in small
groups students are to answer the
following questions and nominate a
spokesperson to speak on behalf of the
group.
1. What is Australian Culture?
2. How has Australian Society and
Culture changed over time?
3. Name some Australian icons,
celebrities, foods, events or
places?
4. Why are these significant to
Australian Society and Culture?
5. Is Australian Society and Culture
unique? Why/Why Not?
Class Discussion: Nominated groups
speakers are to share their answers with
class.
Timed Short Response Question: Students
have ten minutes to answer the following
question, working individually.
Discuss the different roles and statuses
that exist in Australian culture and explain
how these roles and statuses might effect
the micro world of family.
Lesson Eight:
Lesson Eight:
Cross Cultural Activity: Using their devices
Devices.
and the work from the previous lesson,
students are to chose another culture
other than Australia and answer the
following questions.
1. What is Chosen Countries
Culture?
2. How has Chosen Countries
11

Assessment Details
The assessment task consists of a small
research report where students must find
two articles that reflect Australian and
chosen cross-cultural study and then present
there findings through a multimodal oral
presentation to the class. This assessment
allows students to effectively use the
foundation skills they have learnt
throughout the unit and their ability
research ability.
Evaluation of the Learning and Teaching
Culture changed over time?
3. Name some Chosen Countries
icons, celebrities, foods, events or
places?
4. Why are these significant to
Chosen Countries Culture?
5. Is Chosen Countries Society and
Culture unique? Why/Why Not?
Class Discussion: Please call upon some
student to share their chosen country and
their answers to the above questions.
Class Discussion: Ask students to share
their ideas and opinions on their
worksheet answers.
Lesson Nine:
Please see Post Assessment Task Lesson
Plan.
Lesson Nine:
N/A
Outcomes
P1 Identifies and applies social and cultural concepts
P2 Describes personal, social and cultural identity.
P3 Identifies and describes relationships and interactions
within and between social and cultural groups.
P5 Explains continuity and change and their implications
for societies and cultures.
P8 Plans and conducts ethical social and cultural research.
P10 Communicates information, ideas and issues using
appropriate written, oral and graphic forms.
(BOSTES, 2015, pg.27).
Indicators of Learning
12
Reflexive practice will be used throughout
the unit of work to demonstrate the effective
evaluation of teaching and learning.
Continual formative assessment will be used
to give indication of learning and teaching.
Various methods of formative assessment
will be used such as class discussion,
question and answer, quizzes and small
group peer learning.
Indicators of learning will be present throughout the
formative assessments through methods such as Kahoot
quizzes and scaffolded lesson activities where students
will need to demonstrate understanding in order to
complete the class activity.
13
 Classroom Ready Stage Six Assessment Task

Assessment Notification

Unit: Society and Culture The Social and Cultural World

Weighting: 20% Mark out of 20 will be allocated

Due: Lesson Three Week Two

Details of Task

Part One:

Students must find two research articles in relation to their cross-cultural

studies between Australia and one other overseas country of choice. Students
must write a two page written report investigating the articles usefulness and
reliability to research and communicate the findings.

*Things to consider family, location, access to amenities, schooling.

Part Two:

Students will then use their research findings to conduct a multimodal/oral

presentation to the class on their chosen cross-cultural study. Students can
use PowerPoint, Slideshare, Prezi or any other multimodal media to present
their findings, please keep your presentation to a maximum of three minutes.

Outcomes to be Assessed:

Part One:

P1 describe the interaction between persons, societies, cultures and

environments across time.

P3 describe cultural diversity and commonality within societies and cultures.

P6 differentiates between, and applies, the methodologies of social and

cultural research.

Part Two:

P7- applies appropriate language and concepts associated with society and
culture.

P10 communicates information, ideas and issues using appropriate written,

oral and graphic forms.

14
 Classroom Ready Stage Six Assessment Task

Marking Criteria

Criteria Marks
Demonstrates thorough and sustained synthesis of relevant ideas,
issues and information.
Effectively applies social and cultural research methods and makes
informed judgements on the usefulness, validity and bias.
Effectively applies and integrates social and cultural terms and
concepts, addresses cross-cultural perspectives.
16-20
Presents a clear, coherent and well-structured written response that
demonstrates highly effective communication, incorporating accurate
and appropriate language.
Effective oral presentation skill and stays within three minutes time
limit.

Demonstrates synthesis of ideas, issues and information.

Makes appropriate judgements on the usefulness, validity and bias of
information.
Applies social and cultural terms and concepts and effectively
addresses cross-cultural perspectives.
Presents a clear and well-structured written response that demonstrates 8- 15
effective communication, incorporating accurate and appropriate
language.
Demonstrates good oral presentation skills and stays within three
minute time limit.

Presents ideas, issues and/or information relating some personal and/or

public knowledge
Uses social and cultural research methods and makes some judgements
on the usefulness, validity and/or bias of information.
Uses social and cultural terms and concepts within the written response
0-7
and includes cross-cultural perspectives.
Presents a well-structured written response that communicates
successfully using appropriate language.
Poor oral presentation skills and stays within three minute time limit.

(BOSTES, 2009, HSC Marking Guidelines).

15
 Classroom Ready Stage Six Assessment Task

Teacher Directions for Assessment Task

Please make sure students are seated and the roll is marked.

Instruct students to prepare their multimodal/oral presentation and decide on

an order for presentations, you may chose at random or use the roll as a
guide for presentation order.

Students have three minutes for their oral/multimodal presentations and all
other students must be attentive and courteous while other students are
presenting.

Please use the marking criteria throughout the presentation and make small
notes on presentation and please chose a mark for the student. Once all the
student presentations are done, please collect the two page reports that go
along with the students presentations.

16
 Pre Assessment Task Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

The Social and Preliminary 21-23
Cultural World
Date: Location Booked: Lesson Number: 3/9
Week One Lesson Classroom
Three
Time: 60 minutes Total Number of students: Printing/preparation:
25 Resources as Listed

Outcomes Assessment Students learn Students learn to

about

P1 Identifies and applies Oral Key concepts and Identify and apply
social and cultural Multimodal ideas pertaining social and cultural
concepts Presentations the social and concepts.
in class, with cultural world.
P2 Describes personal, Describe personal,
hand-in report.
social and cultural Methodologies and social and cultural
identity.
research. identity.
P10 Communicates Cross- cultural Communicate
information, ideas and studies. information, ideas
issues using appropriate
written, oral and graphic and issues using
forms. appropriate written,
oral and graphic
(BOSTES, 2015, pg.27). forms.

(BOSTES, 2015,
pg.27).

Cross Curriculum themes & General Explicit subject specific concepts and skills:
capabilities:
Social and Cultural Literacy
Recognition of traditional landowners and Community
Aboriginal elders signifies the importance Groups
Communication
of the cross curriculum theme. And
Change
reminds students to be respectful and Continuity
open-minded when addressing certain Multiculturalism
ideas and opinions (ACARA, 2017). Micro World
Macro World
Methodologies

Key concepts and ideas will be addressed

throughout this lesson in preparation for

17
 the assessment task.

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 understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats 1.2 Deep 1.5 Metalanguage
knowledge as something that requires active construction and requires understanding
students to engage in higher-order thinking and to communicate 1.6 Substantive
substantively about what they are learning. 1.3 Problematic communication
knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

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

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and knowledge
important to students. Such pedagogy draws clear connections with 3.5 Connectedness
students prior knowledge and identities, with contexts outside of the 3.2 Cultural
classroom, and with multiple ways of knowing all cultural perspective. knowledge 3.6 Narrative

3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.1 Deep Understanding Deep understanding is demonstrated throughout this lesson plan with
the use of scaffolded material designed to assess students understanding
on key concepts and ideas.

2.3 High Expectations High expectations are demonstrated through the guided instruction of
the assessment task. It is communicated that students will perform well if
deep understanding and knowledge integration is embedded throughout
their assessment task.

3.3 Knowledge Integration Knowledge integration is presented throughout the lesson plan through
clear instruction and revision teaching elements, designed to make sure
students understand key curriculum concepts and outcomes in
preparation for their assessment task.

18
Time Teaching and learning actions
5 Students enter classroom and are
seated with materials out in front of the
on desk and waiting for instruction.
10 Ask certain students to provide their
answers to the question from the Do
Now activity rom the previous lesson,
allow for differing ideas and opinions.
15 - Kahoot Quiz
20
Organisation Centred
T/S
Teacher: Mark Roll, make sure T
students have appropriate materials.
Acknowledge the Aboriginal land in
which the school reside and pay
respects to Aboriginal Elders.
Student: Seated quietly, ready for
instruction.
Resources: Pens, Workbooks.
Teacher: Ask students what their S
responses were to the Do Now
question presented and completed
previous lesson. Allow five minutes to
discuss answers and ideas.
Student: Open workbooks and
provide answers to the Do Now
question.
Resources: Workbooks and Do Now
Activity.
Teacher: Please open Kahoot quiz S
and instruct students with their
devices to access the quiz.
Student: Using devices students are
to use the link provided to access and
join the quiz.
Resources:
https://play.kahoot.it/#/k/4e44353c-
a157-4418-90d9-bec6502f2fb3
19
25 Assessment Task Notification Teacher: Please hand out to students T
assessment task notification. Spend
five minutes reading and discussing
the various key points of the task,
students may ask questions after the
assessment task has been explained.

Student: Listen to assessment task

instructions and explanations
remember any questions.

Resources: Assessment Notification

30 - Assessment Task Questions Teacher: Please answer and student S

40 questions about assessment task.

Student: Please ask any questions

about assessment task.

Resources: Assessment Notification

40 - Class Activity Assessment Task Teacher: Please allow students for S

60 Preparation the remainder of the lesson to start
working of their assessments and
have a chosen country for their cross-
cultural study before class ends.

Student: Start researching for the

assessment task, find a country that
seems interesting to you and gain
more information about chosen
country, please inform the teacher
which country you plan on presenting.

Resources: Devices.

20
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

Seeing as this is my first programming assessment I found it difficult to navigate what was
expected and what content to cover and where. The Society and Culture Syllabus is
interpretive and does not have any strict guidelines about what to teach, when and where
which is hindsight seems easy but when actually implementing a unit outline, assessment
task and lesson plans was rather difficult as I have not yet experienced this. The process was
enjoyable and the content itself was fun to plan and play around with.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P1 Identifies and applies This can be measured and recorded through the learning
social and cultural concepts activity of the Kahoot quiz, by clearly defining key ideas
and concepts ready for the assessment task.

P2 Describes personal, social
and cultural identity.
Social and cultural literacy and identity is embedded
throughout the entire Society and Cultural course and it
is important for students to have an autonomous and
clear understanding of their identity. This can be
demonstrated throughout the lesson plan through clear
instruction and guidance.

P10 Communicates This can be demonstrated through the guidance of the

information, ideas and assessment task and clear instruction as to the
issues using appropriate completion of the assessment task.
written, oral and graphic
forms.

21
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 Standards Evidence within this lesson

2.3 Curriculum, This can be seen by the introduction to the assessment task for
Assessment and this unit of work The Social and Cultural World. As this is the
Reporting introductory lesson, clear guideline and instructions have been
given so that the students have a well-developed foundation for
learning and completing the assessment task.

3.1 Establish Challenging learning goals are evident throughout the lesson
challenging learning plan by challenging students to recall specific information learnt
goals. and to have a clear understanding.

4.1 Support student Student centred learning is an inherent component throughout

participation the entire unit of work. Student participation is vital in order to
teaching to have measurable outcomes and to guide other
lessons.

5.1 Assess student Student learning is assessed throughout the lesson plan with
learning evidence of the lesson activites.

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?

It is imperative that the teacher makes sure that the classroom is safe learning space and
that all risk issues ahs been addressed such as make sure there is nothing students can slip
or trip on, nothing I hanging from the ceiling, all electrical wires are safely managed and that
tables and chairs are adequately appropriate for use. If a risk issues does occur it is
important that the teacher remains clam and clearly outlines school procedures in order to
handle such risk issues so that students do not become alarmed or cause more factors
relating to risk. Lastly it is important for the teacher to monitor movement throughout the
classroom of the students to maintain safety and wellbeing. (Rachel Foster, 2017).

22
 Post Assessment Task Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

The Social and Preliminary 21-23
Cultural World
Date: Location Booked: Lesson Number: 9/9
Week Three Lesson Classroom
Nine
Time: 60 minutes Total Number of students: Printing/preparation:
25 Resources as Listed

Outcomes Assessment Students learn Students learn to

about

P1 Identifies and applies Oral Key concepts and Identify and apply
social and cultural Multimodal ideas pertaining social and cultural
concepts Presentations the social and concepts.
in class, with cultural world.
P2 Describes personal, Describe personal,
hand-in
social and cultural Methodologies and social and cultural
identity. report.
research. identity.
P10 Communicates Cross- cultural Communicate
information, ideas and studies. information, ideas
issues using appropriate
written, oral and graphic and issues using
forms. appropriate written,
(BOSTES, 2015, pg. 27) oral and graphic
forms.

(BOSTES, 2015, pg.

27).

Cross Curriculum themes & General Explicit subject specific concepts and skills:
capabilities:
Social and Cultural Literacy
Recognition of traditional landowners and Community
Aboriginal elders signifies the importance Groups
Communication
of the cross curriculum theme. And
Change
reminds students to be respectful and Continuity
open-minded when addressing certain Multiculturalism
ideas and opinions (ACARA, 2017). Micro World
Macro World
Methodologies

Key concepts and ideas will be addressed

23
 throughout this lesson in preparation for
the assessment task.

(BOSTES, 2015, pg27).

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 understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats 1.2 Deep 1.5 Metalanguage
knowledge as something that requires active construction and requires understanding
students to engage in higher-order thinking and to communicate 1.6 Substantive
substantively about what they are learning. 1.3 Problematic communication
knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

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

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and knowledge
important to students. Such pedagogy draws clear connections with 3.5 Connectedness
students prior knowledge and identities, with contexts outside of the 3.2 Cultural
classroom, and with multiple ways of knowing all cultural perspective. knowledge 3.6 Narrative

3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.2 Deep Understanding Deep understanding can be seen through the assessment task feedback
activity, students are guided through areas of achievement and
improvement.

2.2 Engagement Engagement is demonstrated through the use of the lesson plan
activities. Engagement is vital in order to assess student understanding
and learning.

3.5 Connectedness Connectedness is evident by allowing students to gain deeper knowledge

and connect together different elements to make sense of their own
social and cultural literacy.

24
Time Teaching and learning actions Organisation Centred

T/S

5 Students to be seated and ready for instruction Teacher: Mark Roll and T
acknowledge traditional
landowners.

Student: Be seated and ready for

instruction

Resources: N/A

10- Go through Assessment Task. Teacher: Ask students about the S

20 assessment task. What did
they find interesting? What
did they find difficult? In what
ways did the assessment task
encapsulate everything they
have been learning?

Student: Ask any questions

about the assessment task;
give any feedback on the
assessment task.

Resources: N/A

25 Bring up Power Point Presentation on Teacher: Open presentation on T

Feedback. assessment feedback.

Student:

PowerPoint (Please
Resources:
see appendices).

30-50 Go through PowerPoint on assessment Teacher: Guide students through T

feedback. the assessment task feedback,
answer any questions and give
guidance on areas of
improvement.

Student: Ask any question

pertaining assessment task

25
 feedback.

Resources: PowerPoint

60 Give students back their assessment task, with Teacher: Hand back assessment T
feedback sheet attached. tasks to students with
feedback sheet attached.

Student: Students are

encouraged to ask any
question relating to feedback
on assessment task.

Resources: Assessment Task.

26
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

Seeing as this is my first programming assessment I found it difficult to navigate what was
expected and what content to cover and where. The Society and Culture Syllabus is
interpretive and does not have any strict guidelines about what to teach, when and where
which is hindsight seems easy but when actually implementing a unit outline, assessment
task and lesson plans was rather difficult as I have not yet experienced this. The process was
enjoyable and the content itself was fun to plan and play around with.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P1 Identify and apply social These can be seen through the feedback of the assessment
and cultural concepts. task. (Please see appendices).

P2 Describes personal, social These can be seen through the feedback of the assessment
and cultural identity. task. (Please see appendices).

P10 Communicate These can be seen through the feedback of the assessment
information, ideas and issues task. (Please see appendices).
using appropriate written and
graphic forms.

27
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 Standards Evidence within this lesson

5.2 Provide feedback to This is demonstrated by the feedback PowerPoint on the

students of their learning. assessment task.

5.5 Report on student This feedback PowerPoint will address where students
learning succeeded and need improving.

2.6 Information and The use of ICT is seen throughout the entire unit of work
Communication Technology using various modes of communication such as
(ICT) PowerPoint and Kahoot.

3.5 Use effective classroom Effective classroom communication is demonstrated

communication through the inherent use of whole class discussion.

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?

It is imperative that the teacher makes sure that the classroom is safe learning space and
that all risk issues ahs been addressed such as make sure there is nothing students can slip
or trip on, nothing I hanging from the ceiling, all electrical wires are safely managed and that
tables and chairs are adequately appropriate for use. If a risk issues does occur it is
important that the teacher remains clam and clearly outlines school procedures in order to
handle such risk issues so that students do not become alarmed or cause more factors
relating to risk. Lastly it is important for the teacher to monitor movement throughout the
classroom of the students to maintain safety and wellbeing. (Rachel Foster, 2017)

28
 Justification

Scope and Sequence, Concept Map and Assessment Schedule:

The scope and sequence developed for this professional task has been modelled
off the scope and sequence developed by the Board of Studies for the 2015
Syllabus, it follows a clear and concise example of how students will build their
social and cultural literacy, social and cultural identity and clear written and oral
communication forms (BOSTES, 2009). The unit of work for The Social and
Cultural World has been placed within one three of the preliminary course
allowing for students to lay a solid foundation of skills, knowledge and
background in preparation for the studies of the first term of the HSC course. The
decision to implement the scope and sequence this particular way allows the
students to develop the skills necessary to complete appropriate assessment and
start the HSC course.

The concept map developed for this unit of work addressed a wide range of key
concepts and ideas needed to study the Social and Cultural World, which have
been taken directly from the syllabus (BOSTES, 2015, pg.27). The concept map
models the distinct yet interrelating topics and events that are inherently
important to the study of this unit of work. Lastly the assessment schedule has
also been modelled off the Board of Studies proposed assessment schedule for
the Preliminary Course (BOSTES, 2015). The assessment schedule allows for
students to effectively develop and gain feedback on their skills before
undertaking this particular unit of work, where they will need a wide range of
skills in order to have academic success in the Social and Cultural World.

Unit Outline:
The unit outline for this course has been developed with a wide range of
pedagogical strategies deigned for engagement and development of student
learning. The unit outline has been broken down into three different weeks; this
specific method of planning allows clear and concise instruction, objective and
assessment. I have chosen to break down my unit outline into three different
modelling from the idea that students are consumers, they adapt quickly and
appreciate the idea of content importance. Ergo my lessons are designed to give
clear objectives and guidelines to students focussing in on clear conceptual
thought and key ideas surrounding this unit of work (Marsh, 2014, pg. 90).
Furthermore I have chosen to differentiate for low SES and EALD students, gifted
and talented students are also incorporated within the scope of differentiating
for these two learning abilities. It is apparent throughout the entire unit outline

29
where differentiation is made, every effort has been made to incorporate
different methods of differentiation by focusing on multidisciplinary tasks,
interactive learning, collaborative learning and learning through exploration
(Marsh, 2014, pg.136). By using different methods of differentiation low SES and
EALD students are given the opportunity to explore areas of strength and use
these areas to build on other improvement areas. Moreover by giving low SES
and EALD students to opportunity to work with gifted and talented students
allows scope for peer learning and peer mentoring, learning through each other
different ways of doing things allows for growth and development of all skills. An
example of differentiation for low SES and EALD students is demonstrated in
lesson five of the unit outline, this specific demonstration allows for low SES and
EALD students to feel as though they are on the same wave length as the rest of
the class and also gives them the confidence and encouragement to participate in
classroom activities without fear of misunderstanding; other examples
throughout the unit outline include small group brainstorming, discussion,
questioning and simulations/role plays (Marsh, 2014, pg. 183).

Largely my pedagogical approach to this unit of work has been student centred, I
believe it is important for students to learn and develop with and through each
other Marsh (2014, pg. 183) communicates, learning is a social process the
development of learning and knowledge is inseparable from the process of
participating in a culture of practice. Therefore through this understanding of
learning being a social process the developed unit outline largely focuses on
student collaborative lessons, there is a substantive focus of group and peer
learning. However at the end of almost every lesson there is allowance for class
discussion the ability to for students to air their voice and discuss certain ideas
and opinions as I also believe students feel most confident and appreciated when
they are given significance in the classroom, confirmation of their ability to voice
their opinions and ideas freely (Marsh, 2014 pg. 184).

On the other hand the unit outline also addressed aspects of understanding by
design and integration of ICT. Making use of technology is important in todays
classroom we are the generation of technological advancement which will
continue to grow and change, evidence of ICT is apparent throughout the unit of
work activities such as finding sources, debates and smart board interactions are
used to encourage technological literacy and to allow the students to engage
with something that is embedded within their everyday lives. UbD
(understanding by design) is evident throughout the unit of work by the use of
assessment. Many different forms of assessment take place throughout the unit
of work mainly formative assessment, however formative assessment allows for
both teacher and student understanding and growth, ergo the lessons have been
designed to assess the understanding of students and to assess the level of
achievement throughout the lesson through their design (Lyons, 2014, pg70).

30
Pre and Post Assessment Task Lesson Plans including the Assessment
Task:
The Pre and Post Assessment Task Lesson Plans and the Assessment Task itself
have all been designed with the Australian Professional Standards of Teaching
(2017) and the Board of Studies Syllabus (2015 pg. 27-29) outcomes in mind.
Firstly the pre- lesson plan allows for clear instruction and explanation of the
assessment task and includes an activity for students to demonstrate and
develop the key skills needed to complete the assessment task which is an
imperative part of have a positive classroom pedagogy (Lyons, 2014, pg.74).
Moreover the pre- lesson plan also addresses key AITSL objectives by
establishing challenging learning goals (3.1) and effective classroom
communication (3.5) demonstrates a well-planned and concise lesson plans that
allows for student developed and engagement (AITSL, 2017, pg. 5-6). On the
other hand the post lesson plan largely focuses on giving feedback to the
students on the assessment task itself, giving clear feedback to students
addresses the areas of concern and also the areas of achievement for the
students (Lyons, 2014, pg. 75). Lastly the assessment task itself is designed to
allow for achievement for all students and their varying levels of academic
ability, by designed specific questions that guide students towards an
appropriate response allows for low SES and EALD students to understand more
effectively but also allows for gifted and talented students to strive construct
strong written responses (Lyon, 2014, pg.70) (Rachel Foster, 2017).

31
 Reference List

ACARA - Cross-Curriculum Priorities". Acara.edu.au. N.p., 2017. Web. 15 Mar. 2017.

Board of Studies Syllabus. (2015). Retrieved 20 March 2017, from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-culture-st6-syl-
from2015.pdf

Foster, R. (2017). Modern History Professional Task (pp. 50-52).

Elements Of Learning And Achievement | Quality Teaching Framework".

Theelements.education.nsw.gov.au. N.p., 2017. Web. 15 Mar. 2017.

Kahoot. (2017). www.kahoot.com.au. Retrieved 20 March 2017, from

https://play.kahoot.it/#/k/4e44353c-a157-4418-90d9-bec6502f2fb3

Lyons, Gordon, Margot Ford, and June Slee. Classroom Management: Creating Positive
Learning Environments. 6th ed. South Melbourne: Cengage Learning Australia, 2014.
Print.

Marsh, Colin J, Maggie Clarke, and Sharon Pittaway. Marsh's Becoming A Teacher. 6th ed.
Sydney Australia: Pearson Australia, 2014. Print

32
 Appendices
Key Concepts Worksheet

Concepts Your ideas Definitions

Society

Culture

Persons

Environment

Time

Power

33
Authority

Gender

Key Concepts Worksheet Differentiation

Concepts Your ideas Definitions

Society Society is made up of

people, groups,
networks, institutions,
organizations and
systems. These aspects
od society may include
local, national and
international patterns of
relationships. People
belong to informal and
formal groups, and
within and between
these groups there are
patterns of interactions.

Culture Culture refers to the

knowledge; ways of
thinking, feeling and
behaving that give each
society its coherence and
its distinctive way of life.
Culture is demonstrated
by the beliefs, customs,
values, laws, arts,

34
 technology and artifacts
people generate and use
as they interpret
meaning from their
world and solve present
and future problems.

Persons Every person is a unique

individual, but each
develops in a social
setting in which they are
influenced by, and
interact with, other
persons. The process of
communication is one of
these fundamental
interactions.

Environment Every society is located

in a particular physical
setting. The attitudes and
values people have in
regard to their
environment greatly
affect interactions
between the person,
society, culture, and
environment.
Environments present
societies with both
opportunities and
restraints.

Time Every person, society

and environment is
located in time and is
changing through time.
Our perceptions of time
as past, present and
future are also important
for social enquiry and
action. These perceptions
draw on past events that
influence our present.

35
 They need not, however,
determine our future. We
can perceive a range of
possible futures that can
assist our decision
making.

Power The capacity to influence

others to a point of view
or action to which they
would not normally
accede.

Authority A concept frequently

linked to power,
involving the right to
determine adjudicate, or
otherwise settle issues
and disputes in society.

Gender A term to describe the

socially constructed
differences between men
and women, referring not
only to individual
identity and personality,
but also at the symbolic
level, to cultural ideals
and stereotypes of
masculinity and
femininity and, at the
structural level, to the
sexual division of labour
in institutions and
organizations.

36
K-W-L Worksheet

Know What to Know Learnt

37
Disciplines Worksheet

Discipline Your ideas Definition

Anthropology

Sociology

Psychology

Philosophy

Cultural Studies

Media Studies

38
Social Ecology

Discipline Your ideas Definition

Anthropology Anthropology is the study of

what makes us human.
Anthropologists take a broad
approach to understanding the
many different aspects of the
human experience, which we
call holism.

http://www.americananthro.o
rg/AdvanceYourCareer/Conte
nt.aspx?ItemNumber=2150

Sociology Sociology is the study of human

social relationships and
institutions. Sociologys subject
matter is diverse, ranging from
crime to religion, from the
family to the state, from the
divisions of race and social
class to the shared beliefs of a
common culture, and from
social stability to radical
change in whole societies.

http://sociology.unc.edu/unde
rgraduate-program/sociology-
major/what-is-sociology/

Psychology Psychology is the scientific study

of the mind and
behavior. Psychology is a
multifaceted discipline and
includes many sub-fields of study

39
 such areas as human
development, sports, health,
clinical, social behavior and
cognitive processes.

https://www.simplypsychology.o
rg/whatispsychology.html

Philosophy Philosophy is the study of general

and fundamental problems
concerning matters such as
existence, knowledge, values,
reason, mind, and language.

https://en.wikipedia.org/wiki/Ph
ilosophy

Cultural Studies Cultural studies is an innovative

interdisciplinary field of research
and teaching that investigates the
ways in which culture creates
and transforms individual
experiences, everyday life, social
relations and power.

http://culturalstudies.web.unc.ed
u/resources-2/what-is-cultural-
studies/

Media Studies Media studies is a discipline and

field of study that deals with the
content, history, and effects of
various media; in particular, the
mass media.

https://en.wikipedia.org/wiki/M
edia_studies

Social Ecology Social Ecology is a critical social

theory founded by American
anarchist and libertarian socialist
author Murray Bookchin.
Conceptualized as a critique of
current social, political, and anti-
ecological trends, it espouses a
reconstructive, ecological,
communitarian, and ethical
approach to society.

40
 https://en.wikipedia.org/wiki/So
cial_ecology

Micro/ Macro World Worksheet

My Macro World

My Micro World

41