Assessment 1 – ‘The Social and Cultural World’ Unit of Work.

Student name and student number: Hanan Aziz 17669317

Unit 102092: Secondary Curriculum 2 Society & Culture

Tutor: Kathryn Morgan

Due date: 23/03/2017

Hanan Aziz 17669317

Contents

Rationale …………………………..………………..………………………………………….… page 3

Unit Outline …………………………………………..………………………………….……… page 9

Pre-Assessment Lesson Plan………………………………..………………………………..… page 18

Post-Assessment Lesson Plan……………………………………………………………….… page 27

Assessment Task………………….…………….………………………………………………. page 31

Scope and Sequence…………………………………………………………………………… page 34

Concept Map…………………………………………………………………………………… page 35

Assessment Handbook………………………………………………………………………… page 36

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Rationale

About the Unit

This unit of work is designed for the Society and Culture Stage 6 Preliminary unit ‘The Social and Cultural World’. The learning activities

within this unit aim to scaffolded students’ understanding and application of the fundamental, additional and related concepts to their analysis of

the course content (Board of Studies, 2013). The teaching strategies employed within the unit are targeted towards fulfilling the learning needs

of English as Additional Language/Dialect (EAL/D) students by efficiently utilising technology to enhance students’ comprehension of the

learning content. This rationale will critically justify the decision-making process in relation to the theories, models and approaches that were

incorporated within the unit.

Learning Activities and Sequencing

The Understanding by Design (UbD) educational planning approach has assisted in the effective sequencing of the lessons within the unit, as

well as the implementation of the differentiated instruction that is responsive to the learning needs of EAL/D students (Wiggins & McTighe,

2012; Florian & MA, 2015). The lessons were designed by firstly identifying the learning outcomes, or ‘essential learnings’ (Florian & MA,

2015), which included the Society and Culture Stage 6 Preliminary course syllabus outcomes, general capabilities, cross-curriculum priorities,

and the Quality Teaching Framework. This is followed by designing an appropriate assessment task to assess students’ understanding of the

learning content. Finally, the lesson plans within the unit of work were constructed and sequenced to assist EAL/D students in fulfilling the

identified outcomes and providing students with the opportunity to assess their learning through a formative assessment. This use of ‘Backward

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Design’ (Wiggins & McTighe, 2012) allows the teacher to centralise content and student ability in the design of the unit so that the learning

content is communicated effectively.

To successfully implement differentiated instruction, the lesson activities within the unit of work have integrated the ‘Structure of the Observed

Learning Outcome’ (SOLO) taxonomy. In the multistructural level, students will understand the concepts and content of the unit by identifying,

defining and recalling knowledge. In the relational level, students will analyse given scenarios and apply the appropriate concepts, by

comparing, contrasting, explaining, and questioning the content. Finally, the extended abstract level is achieved as students evaluate and reflect

on their experiences. The SOLO Taxonomy, unlike Bloom’s Taxonomy, fosters students’ deep learning and higher order thinking by requiring

them to think conceptually, reflect critically, and develop rational judgements (Hook & Schaijik, 2012; Biggs, Collis & Edward, 2014; Keane,

Keane & Blicblau, 2016). The SOLO Taxonomy was purposely selected to assist EAL/D students to move towards higher order thinking and

become critical independent learners (Hook & Schaijik, 2012; Maddern, 2012; Biggs, Collis & Edward, 2014).

To fulfil the learning needs of the EAL/D students, Vygotsky’s ‘Zone of Proximal Development’ (ZPD) and Gardener’s theory of ‘Multiple

Intelligences’ (MI) have been integrated into the lesson activities. The ZPD framework is evident through the level of scaffolding included in the

lessons to support students in their deep understanding of the learning content and ultimately encourage independence in the learning process

(Arnett, 2014; Clarke & Pittaway, 2014). To supplement the process of scaffolding, Gardener’s MI theory is integrated within each week to

ensure that students process the information in a variety of ways; the types of intelligences used include logical, interpersonal, intrapersonal,

linguistic, and spatial. These ‘intelligences’ have been purposely selected to suit the students’ learning needs, interests and talents, and therefore

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encourage students to become active and engaged learners (Clarke & Pittaway, 2014). Although there are no unreliable validations of the

effectiveness of this method (Arnett, 2014), schools continue to use the MI theory to communicate the learning materials in multiple ways so that

every student efficiently understands and retains the information.

To enhance EAL/D students’ understanding of the content, Blended Learning (BL) is incorporated in the unit by combining online learning and

traditional in-class learning. EAL/D students will use technology to access support materials on the class website before, during or after the

lessons to further develop or re-evaluate their knowledge of the learning content. These support materials include the lesson outline, related

glossary list, preparation tasks, and additional ‘extension’ activities. This use of e-learning encourages students to actively collaborate and

cooperate with their peers during class activities and project-based learning activities (Gregerson, Snyder & Kaufman, 2012; Hook & Schaijik,

2012; Mitchell, 2014). Although there may be complications with the use of technology, Florian and MA (2015) believe that there are numerous

benefits of BL for schools, including its “constructivist learning design”, and the ability to meet the diverse needs of the educators and students

(p. 122). This combination of online and face-to-face instruction provides multiple opportunities for students to develop their skills in the ‘Four

Cs’, including critical thinking, communication, collaboration, and creativity (Gregerson, Snyder & Kaufman, 2012; Mitchell, 2014; Florian &

MA, 2015). Thus, students will learn to become active learners in class by responsibly using technology to aid in their comprehension of the

learning content.

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Assessment Task

Formative assessments are essential in education as it ensures the maintenance of quality teaching practices and assesses the students’ level of

understanding (Wiggins & McTighe, 2012; Mitchell, 2014; Laveault & Allal, 2016). The assessment task designated for this unit is aimed at

evaluating students’ understanding and application of their learnt knowledge and simultaneously encourage students to develop their social and

cultural literacy. To ensure that ELA/D students successfully complete the assessment task, a pre-assessment and post-assessment lesson have

been included in the unit of work. The pre-assessment lesson aims to scaffold students’ understanding of the assessment instructions and

marking criteria by critiquing and grading a sample assessment; this activity fosters a high-expectations environment and allows the teacher and

students to check for understanding. The post-assessment lesson is aimed at addressing a common issue raised in the students’ assessment task,

namely the students’ limited application of drafting and editing their work, and the limited demonstration of the connections between concepts

and ideas. Consequently, students will learn to undertake the writing process by drafting, peer-reviewing and polishing a reflective essay that

demonstrates students’ learning development during this unit. This lesson will encourage students to appreciate and continually undertake the

writing process in future writing tasks, as well as consolidate their knowledge by critically reflecting on their learning development. Evidently, it

is crucial to support students’ successful completion of the assessment task by organising a pre-assessment lesson to prepare and set high

expectations for the students, and a post-assessment lesson to assist in improving students’ weaknesses and allowing them to consolidate their

knowledge.

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References

Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.). England: Pearson Education.

Australia Curriculum Assessment and Reporting Authority. (2013). General capabilities. Retrieved from:

http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

Australia Curriculum Assessment and Reporting Authority. (2013). Cross-curriculum priorities. Retrieved from:

http://www.acara.edu.au/curriculum/general_capabilities.html

Australia Curriculum Assessment and Reporting Authority. (2014). English as an Additional Language or Dialect teacher resource – EAL/D

overview and advice. Retrieved from:

https://acaraweb.blob.core.windows.net/resources/EALD_Overview_and_Advice_revised_February_2014.pdf

Biggs, J., Collis, K. F., & Edward, A. J. (2014). Evaluating the quality of learning: The SOLO Taxonomy (Structure of the Observed Learning

Outcome). United States of America: Elsevier Science.

Board of Studies, NSW. (2013). Society and Culture Stage 6 Syllabus. Australia: New South Wales.

Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, Australia: Pearson Australia.

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Florian, T. P., & MA, J. P. Z. (2015). Understanding by design, Moodle, and blended learning: A secondary school case study.  Journal of

Online Learning and Teaching, 11(1), 120-128.

Gregerson, M. B., Snyder, H. T., Kaufman, J. C. (2012). Teaching creatively and teaching creativity. New York: Springer New York.

Hook, P., & Schaijik, S. V. (2012). SOLO taxonomy and English language learners. Australia: Essential Resources.

Keane, T., Keane, W.F. & Blicblau, A.S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and

Information Technologies, 21(4), 769-781.

Laveault, D., & Allal, L. (2016). Assessment for learning: Meeting the challenge of implementation. Switzerland: Springer International

Publishing.

Maddern, K. (2012). Get them ready for take-off: Pedagogy. The Times Educational Supplement Scotland, (2277), 24.

Mitchell, D. (2014). What really works in special and inclusive education. New York: Taylor and Francis.

Wall, S., & Manger, R. (2015). Going SOLO to enhance learning and teaching. Teaching Geography, 40(3), 112-114.

Wiggins, G. & McTighe, J. (2012). Understanding by design guide to advanced concepts in creating and reviewing units. United States of

America: ASCD.

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Society and Culture Preliminary Stage 6 Unit of Work

Society and Culture Preliminary Course The Social and Cultural World Inductive Course Time: 30% The focus of this depth study is the interactions occurring between persons and within and between groups, both in the contemporary world and in societies across time.Knowledge and Understanding OutcomesA student: P1 identifies and applies social and cultural concepts P3 identifies and describes relationships and interactions within and between social and cultural groups P6 differentiates between social and cultural research methods 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

Assessment Task: Students will choose ONE contemporary issue in the Australian society, and write a 750-word essay assessing the impact of technologies, including communication technology, in improving or worsening the issue. Students will also compose and present a 5-minute multimodal presentation of their assessment in class.

Outcomes to be assessed: P1, P6, P10 Course components and weightings: Social and Cultural World Research Task and Presentation. 20% weighting; 20 marks.

Skills OutcomesA student:P10 communicates information, ideas and issues using appropriate written, oral and graphic forms.

Students learn about (concepts which are to be integrated across this study through the teaching strategies): PersonsSociety Culture Environment Time

Power Authority Gender Identity Technologies Globalisation

Social and Cultural Literacy Community Continuity and Change Social Construction Citizenship Socialisation Micro/Meso/Macro Level Social Structure

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Week 1

Students learn to: Teaching strategies and relevant outcomes. Resources

Understand and apply the concepts through contemporary example/ popular culture.

Develop a personal and academic understanding of the concepts.

Develop a deeper understanding of the concepts, and its connection between other concepts.

Work collaboratively to understand and apply the concepts to two institutions, family and school, using contemporary examples.

Introducing the fundamental, additional and related concepts:o Students will watch one episode of ‘The Simpsons’ and answer the

comprehension questions worksheet. Each set of question(s) will be under the key concepts so that students have a better-guided understanding of how these concepts are developed.

o The teacher will provide a sheet with three tables: (1) ‘My definition of the concept’; (2) ‘The actual definition of the concept’; (3) ‘Visual representations of the concept’.

o Jigsaw activity: The students will share a real/imaginary short story using the definition of the concepts, but not directly stating the concept in the story. Students must listen to the story and identify which concepts were used.

Applying the fundamental and additional concepts to the following institutions: School and Family.

o The teacher will divide the class into two groups. Group 1 will examine and apply the unit concepts to ‘School’, and Group 2 will examine and apply the unit concepts to ‘Family’. Each group will be given butcher’s paper where they will draw a mind-map (or concept map) of each topic, and provide relevant examples of each.

o Twitter summary: On a shared Goggle Document, each student will “tweet” a creative summary (less than 140 words) of one of the institutions studied and incorporate the fundamental and additional concepts. Students will read their ‘tweet’ to the class.

Relevant outcomes: P1, P10

‘The Simpsons’ comprehension worksheet.

‘Concept definition’ worksheet.

Butcher’s paper

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Week 2

Understand that societies and cultures are made up multicultural and hybrid families.

Distinguish between micro-level, meso-level and macro-level societies, and understand that society is comprised of these interactions.

Understand the significance of social construction, and the ways in which individual behaviour is socially constructed and influenced by social expectations.

Understand how groups and institutions of society shape and are shaped by individuals.

Multicultural and hybrid nature of societies and cultures.o As a class, brainstorm the meaning of the terms ‘multicultural’ and

‘hybrid’, and provide contemporary examples of each. o Think-Pair-Share activity: Students discuss and argue for/against the

following statement: ‘Family is the primary determinant of socialisation, and influences the multicultural and hybrid nature of societies and cultures’. (Note: SOLO Taxonomy – Relational or extended abstract).

o Visual provocation: The teacher will provide students 1-2 images that critically portrays the notion of multiculturalism and hybridity. Students will critically analyse how the image portrays the contemporary society.

o Students will undertake secondary online research to find, record and share with the class statistics relating to multiculturalism and hybridity in the Australian society.

Micro, Meso and Macro levels of society o The teacher will provide the definition and general examples of the

three levels of society; students will type this in their Google Docs. Students will then create and fill in a diagram that portrays their experiences of each level of interaction. Students may use a combination of words and images to express each level.

o As a class, discuss the statement: ‘The persons within the society have the power to influence continuity and change’. Encourage students to provide contemporary examples. (Note: SOLO Taxonomy – Relational or extended abstract)

Individual behaviour and social constructiono Students debate whether or not “individual behaviour towards others

is socially constructed and influenced by social expectations” (BOSTES, p. 27). Students must use personal experience and provide contemporary examples to support their arguments. (Note: SOLO Taxonomy – Extended abstract)

The power of institutions in society

1-2 images portraying the notion of multiculturalism and hybridity.

‘Popplet’ installed on every device.

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o The teacher will divide the class into 7 groups; each group will receive one group/institution of society (i.e. family, school, peers, work, government, media and legal system). Students will work in their groups to brainstorm how their given institution shapes and is shaped by individuals. Students will use ‘Popplet’ to collaborate online in their groups, and present the finished project to the class.

Relevant outcomes: P1, P3, P9, P10Week

3Understand the essential component of research in developing a person’s social and cultural literacy.

Distinguish between the personal experience and public knowledge, and understand the significance of having a combination of both.

Distinguish between primary and secondary research, and significance of both.

Apply their knowledge of primary and secondary research to a given research question.

Reflect on the significance of research to developing their own social and cultural literacy.

Develop an appreciation for the

Social and Cultural literacy o As a class, understand each characteristic of the ‘social and cultural

literacy’ diagram and discuss the importance of research in developing people’s social and cultural literacy.

o As a class, decide on one common social issue that can be researched (e.g. body image, racism, gender stereotypes). The teacher will write the following terms personal experience; public knowledge; primary research; secondary research. Students will use their existing knowledge to define and provide an example of each term. Examine how these types of research can be used to understand the chosen social issue.

o Problem-based learning: Each student will select one research question from a hat and determine how personal experience, public knowledge, primary research, and secondary research will be used in the research to obtain a research answer. Each student will share and provide feedback to their peers’ research response. Students will share their responses with the class.

o Divide the class into two groups. Group 1 will argue that personal experience and primary research is more authentic; Group 2 will argue that public knowledge and secondary research is more authentic. Agree that a combination of the both are essential to provide a balanced understanding of an issue.

Interdisciplinary nature of Society and Cultureo Students will design a table or diagram that shows the different

List of research questions

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interdisciplinary nature of Society and Culture.

academic disciplines, including anthropology; sociology; psychology; philosophy; cultural studies; media studies; communications; social ecology. Students undertake secondary research to research the discipline description, vocations (skills required), and how Society and Culture aids in developing these skills. Students must include a reference list.

Relevant outcomes: P1, P6, P9, P10Week

4Understand the principles and practices of ethical research that underpin all social and cultural research.

Understand the research process, and the significance of each component within the process.

Identify the process of research in an orderly manner.

Understand the types of methodologies of research, and the definition and distinguishing features of each (i.e. qualitative research and quantitative research).

Identify the appropriate research methodology.

Ethical research: o Students discuss the question ‘What is ethical research, and why is it

important?’ Provide examples of ethical and unethical research. Link this knowledge of ethical research to ‘social and cultural literacy’. (Note: SOLO Taxonomy – Relational or extended abstract)

The research process:o Students will work in groups to devise a step-by-step instruction list

of the processes involved in conducting successful research. Compare this list to the research process provided in the Society and Culture Stage 6 syllabus, page 28.

o The teacher will provide each student with a cut-out of the research processes. Students are timed to individually place the research processes in the correct order. The teacher will reveal the correct order at the end of the activity. (Note: SOLO Taxonomy – Relational)

Methodologies of research:o On Google Docs, students will read and summarise the information

on qualitative research and quantitative research provided in the syllabus (page 19).

o Divide the class into two groups. Group 1 will examine the characteristics, examples, and the strengths and weaknesses of qualitative research; Group 2 will examine the characteristics, examples, and the strengths and weaknesses of quantitative research. Students present their findings on butcher’s paper.

o Jigsaw activity: Students will match the set of characteristics to the

Printed copies of page 28 from the Society and Culture Stage 6 syllabus.

Printed copies of page 19 from the Society and Culture Stage 6 syllabus.

Butcher’s paper

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appropriate research methodology, such as matching the research type (interview, survey, content analysis, etc.) to the methodology of research (i.e. qualitative research or quantitative research). (Note: SOLO Taxonomy – Multistructural or relational)

Relevant outcomes: P6, P9, P10Week

5Understanding the meaning and characteristics of each research method.

Identifying and evaluating the effectiveness of the research methods used in a research article.

Apply their learnt knowledge of research methodologies.

Understanding and applying learnt knowledge on the research process and research methods.

Research methods:o List the following methods of research on the whiteboard: content

analysis; interview; observation; participant observation; questionnaire; secondary research; statistical analysis. The teacher will divide the class into 7 groups and each group will be given a research method. On butcher’s paper, students will write the definition, example, advantages and disadvantages of their chosen research method. Students will take photos of all the completed works and save this on Google Docs.

o Think-Pair-Share activity: The teacher will provide copies of several contemporary research articles. Students will read and evaluate whether the researcher has used an effective research method, or if another research tool will provide better and more authentic results. As a class, discuss and justify which research method is more effective in generating a depth of responses.

o In pairs, each student will create a research scenario (a research question/hypothesis on a social issue). Students will analyse their peers’ research scenario and select and justify the appropriate research method(s) to use and discuss what the quality of the result may be.

Close study:o As a class, agree on TWO contemporary issues in society (e.g.

racism; sexism; body image; bullying; misuse of social media; drug and alcohol misuse; materialism; obesity; poverty/homelessness) and ONE appropriate research method (e.g. content analysis of the media; short questionnaire; secondary research). For instance, a short questionnaire about body image and the misuse of social media.

Butcher’s paper Several copies of

contemporary research articles

A copy of a student response (from the previous year).

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Allow students to justify their decisions and hypothesise on the research result.

o Project-based learning: Students discuss how their research will be conducted in an ethical manner. In pairs, students create and conduct a short questionnaire addressing the social issues. Students will create and share a short research report that reveals the research results. Compare the research results between each pair of students.

Pre-assessment lesson: The teacher will distribute the assessment task description and marking criteria to the students. The lesson will focus on assisting students in understanding how to successfully complete the assessment task. Thereafter, students will be provided with an example of the assessment (past student paper) and will be required to read and grade the student paper using the marking criteria. This will assist students to comprehend how to successfully fulfil the highest grade in the marking criteria.

Relevant outcomes: P1, P6, P9, P10Week

6Appreciate the significance of cross-cultural perspectives.

Understand the ways to engage in and improve their cross-cultural perspectives.

Understand the significance of cultural competency and avoiding ethnocentrism when undertaking the cross-cultural study.

Cross-cultural perspectives:o Visual provocation: Students analyse how a selected range of images

show cultural miscommunication. Discuss the following notions in relation to the image: cultural competency; ethnocentrism; intercultural understanding. Students discuss the importance of cross-cultural perspectives.

o Think-Pair-Share: Students will discuss and evaluate the following statement: “Travelling to countries other than your own develops a person’s cross-cultural perspective”. Students can use their personal experiences and public knowledge. As a class, make a list of the important characteristics of someone who is interested in effectively undertaking cross-cultural studies. (Note: SOLO Taxonomy – Relational or extended abstract)

Focus study: (Whole class agreement of ONE cultural group. E.g. China)o The teacher will provide an image, video or written description that

represents this culture, and allow students to make meaning from this

Visual images representing cultural miscommunication.

A comprehensive report on the chosen cultural group.

The Skype application installed.

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text. Students will reflect on the ways in which this text portrays the culture, and whether this portrayal aligns with the students’ pre-existing understanding of the culture.

o The teacher will provide a comprehensive report on the chosen cultural group. Students will read and analyse the text to develop a general understanding of the cultural group. Students will compare their cultural identity with the identity of the cultural group and discuss the similarities and differences.

o Skype communication: As a class or in small groups, students will conduct a Skype meeting with cultural experts or students from the chosen country. Students will prepare relevant questions beforehand, and exchange relevant cultural information via Skype.

Relevant outcomes: P1, P3, P9, P10Week

7Apply the fundamental and related concepts to develop a deeper understanding and analysis of the chosen culture in their cross-cultural study.

Apply the fundamental and related concepts to develop a deeper understanding and analysis of the Australian culture in their cross-cultural study.

Synthesise and compare the two cultures.

“Reflecting on their experiences of their own society and culture and how this may be similar to,

Assessment 1 due in class. (Continued) Focus study.

o Students conduct secondary research on the chosen cultural group. The teacher will provide a table online for students to complete on Google Docs. Students complete the table in relation to the cultural group and connect this to the following headings: persons; society; culture; environment; time; gender; roles and status. Students will compare their answers with their peers.

o Using the same table, students will utilise personal experience (primary research) and public knowledge (secondary research) to fill in the table that illustrates the concepts in the Australian society. The concepts include persons; society; culture; environment; time; gender; roles and status.

o Students will synthesise and compare the two cultures through the concepts. Students will work collaboratively to create a diagram that represents the similarities and differences between the Australian culture and the chosen culture.

o On Google Docs, students will write a reflective piece that demonstrates their enhanced understanding of the significance of the

‘Focus study concept’ worksheet.

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or different from, the cultural group in the focus study undertaken” (BOSTES, p. 29).

cross-cultural study, and the development of their social and cultural literacy. Students must reference the cross-cultural focus study in their responses.

Relevant outcomes: P1, P3, P9, P10

Week 8

Understand and interpret their knowledge of the concepts to demonstrate the interconnected nature of the concepts through the construction of a concept map.

Identify features of a successful reflective essay.

Construct a peer-reviewed and polished reflective essay on the unit ‘The Social and Cultural World’.

Consolidate and evaluate their knowledge of the unit content.

Consolidating knowledge o Students will use CMaps to illustrate the interconnected relationship

between each concept used in this unit. Students are to provide examples of the concepts. (Note: SOLO Taxonomy –Extended abstract)

Post-assessment lesson: Students will write a 500-word essay reflecting on the unit ‘The Social and Cultural World’. After completing this essay, students will share their paper with their peers, and a peer-editing conference will take place where students mark and provide feedback on other students’ work. After receiving their peer-reviewed essays, students must apply the given feedback and provide a polished copy of the essay. The teacher will provide an informal grade of this reflective essay, and submit the graded work onto students’ Google Drive for future access. Evaluating learnt knowledge

o Kahoot revision test: Students must answer the questions correctly online. The teacher will compile a list of the questions that students have answered incorrectly and briefly re-teach and re-assess students’ knowledge.

Relevant outcomes: P1, P3, P6, P9, P10

CMaps application installed.

Copies of the ‘Student-Constructed Checklist for Reflective Essay’ worksheet.

Kahoot quiz.

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Pre-Assessment Lesson Plan

Unit: The Social and Cultural World

Lesson title: Pre-Assessment Lesson Plan – Utilising the Marking Criteria

Lesson Focus: This lesson is aimed at teaching students the importance of understanding the assessment task and the marking criteria prior to undertaking an assessment. Students will develop the skills of identifying specified elements of a written piece that contribute to its quality. In utilising the marking criteria to grade a sample essay, students will ultimately learn to write an effective research essay. Class: Year 11 (Preliminary, Stage 6) Society and Culture Time: Week 5; 60 minutesTeacher objectives:

1. Students will develop knowledge and understanding of the effectiveness of working with the marking criteria.2. Students will develop understanding and skills of writing an effective written piece.3. Students will develop skills in individual and collaborative learning.

Syllabus outcomes and content for students P1 identifies and applies social and cultural concepts P6 differentiates between social and cultural research methods 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

Cross Curriculum Priorities and General Capabilities Literacy Numeracy Critical and creative thinking Ethical understanding

Quality Teaching Elements and Explanation 1.2 Deep Understanding: Students demonstrate a deep understanding of the marking criteria. 2.1 Explicit Quality Criteria: Students understand and apply the marking criteria to a sample essay. 3.3 Knowledge Integration: Students will apply their literacy knowledge and skills developed by the English subject when analysing the

sample text.Materials/Resources

Assessment task (attached with the marking criteria and the SOLO Taxonomy assessment success criteria). Sample assessment

Procedure

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Time Organisation Teaching and Learning Activities

5 minutes Whole class‘Do now’ activity: ‘What is the purpose of an assessment?” Students will answer the ‘do now’ activity via a shared document on Google Docs. The teacher will encourage each student to share at least one answer in response to the question. This short activity will allow students to understand and appreciate the significance and purpose of assessments.

15 minutes Whole classThe teacher will hand out the assessment task to the students. ELA/D students will access the supporting materials on their devices. The teacher will read the assessment description, and students are required to highlight and annotate important information in the document. The teacher will provide 2 minutes for students to check if their highlighted areas are reasonable.The teacher will read and stop after each section of the assessment, and ask students which phrase/word/instruction is important. Students will need to evaluate why the highlighted word/phrase/instruction is significant and what students must do in response. Students will be encouraged to add additional annotations to their assessment to ensure clarity. The teacher will read the marking criteria to the students, and remind students that they should be aiming for the highest grade. Students will repeat the above processes whereby they highlight and annotate the key terms of the ‘highest grade’ of the marking criteria. EAL/D students will also examine the SOLO taxonomy assessment success criteria to assist in comprehension (check appendix).Students are encouraged to ask questions relating to the assessment and marking criteria during this time.

10 minutes Whole class Students will need to access the sample assessment (check appendix) via a shared document on Google Drive. Students will listen attentively as the teacher reads the sample essay. For efficiency, students are encouraged to highlight and annotate key phrases, sentences, paragraphs that are relevant and important.

10 minutes Individual work Students will read the sample essay individually and write down comments based on the marking criteria and provide a grade with comprehensive feedback.

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5 minutes Peer work Students will discuss the mark and feedback they have given with their peers. The students may like to

change their mark after hearing a different perspective.

10 minutes Whole class Each student will share with the class the grade and feedback they have given the sample essay. The teacher may tally up the number of students who gave a similar grade. Conclude with the strengths and weaknesses of the sample essay, and suggest possible improvements needed to make this sample essay achieve the highest grade.

5 minutes Whole class

Individual work

Students will reflect on what they have learned from this experience of using the marking criteria to guide student’s understanding and completion of the assessment task.

Exit slip: Prior to being permitted to leave the class, each student must list one goal they have set for this assessment task on a shared document on Google Docs. Because every student will see their peers’ goals, there will be a sense of accountability and the expectation of success will be enhanced. The students’ responses will indicate the level of understanding students have of the assessment.

Homework Students will produce a plan of their assessment, including the proposed essay structure and their chosen issue, by the next class. Students will submit this assessment plan on Google Drive for the teacher to view and provide immediate feedback.

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Appendix: SOLO Taxonomy – Assessment Success Criteria

Year 11 Preliminary

Prestructural Unistructural Multistructural Relational Extended Abstract

Presenting an argument

I require some assistance in presenting my argument clearly.

I can present my argument with the assistance of the teacher.

I can present my argument with no assistance of the teacher.

I can present a well-structured argument that demonstrates my understanding of the topic.

I can present a well-structured argument that demonstrates my thorough understanding of the topic, and reflect on my learnt knowledge.

Integrating appropriate concepts

I require some assistance in integrating the appropriate concepts in my work.

I can integrate the appropriate concepts with the assistance of the teacher.

I can integrate the appropriate concepts in my work.

I can integrate the appropriate concepts and explain the connection between the concepts.

I can integrate the appropriate concepts; explain the connection between the concepts; analyse the topic using the concepts.

Primary and secondary research

I require some assistance in identifying and conducting appropriate primary and secondary research.

I can identify and conduct appropriate primary and secondary research with the assistance of the teacher.

I can identify and conduct appropriate primary and secondary research.

I can identify and conduct appropriate primary and secondary research, and justify the effectiveness of the research.

I can identify and conduct appropriate primary and secondary research; justify the effectiveness of the research; reflect on the experiences of this.

Presentation I require some assistance in presenting my work to the class.

I can present my work to the class with the assistance of the teacher.

I can present my work to the class.

I can present my work to class and answer relevant questions.

I can present my work to class; provide contemporary examples to support my statement; justify my decisions; answer relevant questions.

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Appendix: Sample Essay – “Body image and the media”

The human body is the medium through which persons in society express themselves, their identity, in everyday life. The body has become a site

of politics and of culture, as well as making it the face-value subject for everyday criticism. Mass media, part of the macro-level interaction, is a

popular medium used to disseminate messages to the heterogeneous audience about body image and appearance standards. Through

technological advancement, the media is the contributing source of pressure for individuals to learn about, accept and implement the body ideas

in order to be viewed as ‘attractive’ in society. Mass media has been universally recognised and criticised for the destruction of the male and

female body, physically and mentally. Research has frequently stated the effect of exposure to media in pressurising individuals to conform to

the body ideals, and therefore contributing to the increase in body dissatisfaction and eating disorders. Furthermore, research shows that “media

exposure to unattainable physical perfection is detrimental to people, especially women”1, as it ultimately results in lower self-esteem, mental

disability, disordered eating and body dissatisfaction for both genders2. The effects of the exposure to media images are transparent among

female adolescences who undertake self-objectification. Self-objectification, which is a product of social construction, refers to a “woman’s

internalisation of other people’s views regarding her body”3, which is extensively elicited by media messages. Furthermore, research shows that

women are taught from a young age to continually monitor and surveillance their bodies, and subsequently position their body in order for others

to persistently evaluate according to media images4. Consequently, due to such pressure, women are subject to mental health issues, eating

disorders, body shame, body displeasure, and anxiety5.

1 Haas, "An Intervention for the Negative Influence of Media on Body Esteem", 405. 2 Haas, "An Intervention for the Negative Influence of Media on Body Esteem", 405; Holmstrom, "The effects of the media on body image: A meta-analysis", 196. 3 Tiggemann, "The role of media exposure in adolescent girls' body dissatisfaction and drive for thinness”, 5254 Tiggemann, "The role of media exposure in adolescent girls' body dissatisfaction and drive for thinness”, 5255 Tiggemann, "The role of media exposure in adolescent girls' body dissatisfaction and drive for thinness”, 526 ; Knauss, "Body dissatisfaction in adolescent boys and girls", 634

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In examining the effects of technology in increasing the messages portrayed in the media, it is clear that the media exercises its dominating

power on the audience by establishing expectations and ideals that are considered ‘socially acceptable’. As a result, the media becomes the

learning guide to understanding the socially and culturally accepted attitudes and behaviours and eventually limits individual’s control by

following such standards. Moreover, individuals are expected to undertake body surveillance, whereby one must self-monitor their appearance in

terms of viewing their body as external onlookers, to ensure conformance to the ideals and ultimately acceptability in society. Therefore, self-

objectification, also known as body consciousness, materialises from the internalisation of media body ideals, as well as the presupposed media

pressure of conforming to body ideals6. Subsequently, if individuals fail to accept and conform to these socially defined body ideals as personal

standards, body shame and dissatisfaction ensue7.

Mass media, conceived as being predominantly a “potent and pervasive source of influence”8, has largely targeted preadolescent women to

conform to expectations. Socio-cultural influences, essentially family, peers and media, become the mechanisms to broadcast and fortify the

desire for the thin ideal, satisfaction with appearance, and dieting awareness9. Furthermore, several investigations suggest a positive correlation

between the media exposure and weight concerns. For instance, one research concluded that “girls who watched more music video television

shows had greater dieting awareness, while those who watched more children’s television had lower dieting awareness” 10. In addition, another

study showed the effects of exposure to dolls, such as Barbie, communicated early to young girls, of ages from five to seven, reporting a desire

for a thinner body, and therefore lower body esteem11. Furthermore, with such experience at an early age, preadolescents become disgruntled

6 Knauss, "Body dissatisfaction in adolescent boys and girls", 6347 Knauss, "Body dissatisfaction in adolescent boys and girls", 6348 Dittmar, "How do “body perfect” ideals in the media have a negative impact on body image and behaviors?", 29 Dohnt, "Body image concerns in young girls", 14110 Dohnt, "Body image concerns in young girls", 14911 Dohnt, "Body image concerns in young girls", 141

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with their bodies, resulting to engaging in eating disordered behaviours. Ultimately, by the age of 6, girls are disclosed to expected ideals by

socio-cultural influences, resulting to decreased psychological well-being, early dieting behaviours, and depression12.

This secondary research has been reinforced by the use of primary research. The primary research involved using twenty close-ended

questionnaires, which is a form of quantitative research; content analysis, which is a form of quantitative research; and two interview research,

which is a form of qualitative research. Through the combination of quantitative and qualitative research methodologies, the results from the

research were reliable and consistent. Furthermore, the research was conducted in an ethical manner by ensuring that all research participants

freely consented to the participation of the research; all questions were comfortable for the research participants to answer; ensuring the research

participants’ rights to confidentiality and privacy is ensured. After analysing the primary research data, there is a clear and strong correlation to

the research results in the secondary research. Both women and men experience body image issues after engaging with their technology for a

period of time. Research participants agreed that diet-related advertisements and articles increasingly urged and subjected men and women to the

culture of masculinity and femininity, respectively. In the interviews conducted, the interviewees acknowledged the technological effect on the

mental health of young people as they became increasingly depressed about their body image. Through the content analysis, it was clear that

images of the ‘ideal’ body were repeatedly portrayed, with little to no depiction of the ‘other’ body. Through the combination of primary and

secondary research, it is evidently clear that the technological advancement has resulted in an advancement of negative body consciousness and

an increasing in eating disorders.

To conclude, it is clear that technology has played a clear role in the continuity of negative body image by disseminating socially constructed

and socially accepted body ideals and appearances and standards that persons within society are expected to adhere to. Since early periods, the

media has encouraged individuals especially women, to undertake self-objectification and self-appraisal. With the ideals becoming greatly

unattainable, depression, body dissatisfaction and eating disorders and behaviours are on the increase due to the failure of meeting expectations.

12 Dohnt, "Body image concerns in young girls", 141

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Ultimately, the mass media, including advertisements, television and the internet, continues to generate the unattainable body and physical

appearance ideals for men and women.

Bibliography

Agliata, Daniel and Stacey Tantleff-Dunn. "The impact of media exposure on males' body image." Journal of Social and Clinical Psychology 23,

no. 1 (2004): 7--22.

Arvanitakis, James. Contemporary Society. Victoria: Oxford University Press, 2009.

Dittmar, Helga. "How do “body perfect” ideals in the media have a negative impact on body image and behaviors? Factors and processes related

to self and identity." Journal of Social and Clinical Psychology 28, no. 1 (2009): 1--8.

Dohnt, Hayley K and Marika Tiggemann. "Body image concerns in young girls: The role of peers and media prior to adolescence."  Journal of

Youth and Adolescence 35, no. 2 (2006): 135--145.

Grogan, Sarah. Body image. New York: Routledge, 2008.

Haas, Cheryl J, Laura A Pawlow, Jon Pettibone and Dan J Segrist. "An Intervention for the Negative Influence of Media on Body

Esteem." College Student Journal 46, no. 2 (2012): 405--418.

Holmstrom, Am and A J. "The effects of the media on body image: A meta-analysis." Journal of Broadcasting \& Electronic Media 48, no. 2

(2004): 196--217.

Knauss, Christine, Susan J Paxton and Fran\Ccoise D Alsaker. "Body dissatisfaction in adolescent boys and girls: Objectified body

consciousness, internalization of the media body ideal and perceived pressure from media." Sex roles 59, no. 9-10 (2008): 633--643.

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Mclaren, Lindsay and Diana Kuh. "Women's body dissatisfaction, social class, and social mobility." Social Science \& Medicine 58, no. 9

(2004): 1575--1584.

Shriver, Lionel. "How fat has become a political issue." The Globe and Mail, Friday, June, 2013, http://www.theglobeandmail.com/life/health-

and-fitness/health/how-fat-has-become-a-political-issue/article12429107/?page=all (accessed 25 August, 2013).

Thompson, J Kevin and Leslie J Heinberg. "The media's influence on body image disturbance and eating disorders: we've reviled them, now can

we rehabilitate them?" Journal of social issues 55, no. 2 (1999): 339--353.

Tiggemann, Marika. "The role of media exposure in adolescent girls' body dissatisfaction and drive for thinness: Prospective results." Journal of

Social and Clinical Psychology 25, no. 5 (2006): 523--541.

Van Vonderen, K and William Kinnally. "Media Effects on Body Image: Examining Media Exposure in the Broader Context of Internal and

Other Social Factors." American Communication Journal 14, no. 2 (2012): 41--57.

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Unit: The Social and Cultural World

Lesson title: Post-Assessment Lesson Plan – Reflective Practices

Lesson Focus: This lesson focuses on allowing students to consolidate and reflect on their learnt knowledge of this unit, ‘The Social and cultural World’. Using the assessment feedback students have received, students will work collaboratively to create a student-constructed checklist, listing the requirements of a successfully written piece. Students will use this checklist as a guide when writing a reflective essay on their development during the unit. Students will learn the importance of the peer-editing conference, drafting/editing, and polishing a written work. Class: Year 11 (Preliminary, Stage 6) Society and Culture Time: week 8; 60 minutes

Teacher objectives:1. Students will develop knowledge and understanding of the social and cultural concepts and learning content of the unit. 2. Students will develop the skills of critical and creative thinking in reflective writing.3. Students will develop skills in individual and collaborative learning.

Syllabus outcomes and content for students P1 identifies and applies social and cultural concepts P3 identifies and describes relationships and interactions within and between social and cultural groups P6 differentiates between social and cultural research methods 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

Cross Curriculum Priorities and General Capabilities Literacy Critical and creative thinking Personal and social capability Ethical understanding

Quality Teaching Elements and Explanation 1.4 Higher Order Thinking: Students will construct and apply the ‘essay success checklist’ to their reflective writing. 2.1 Explicit Quality Criteria: Students understand, construct and fulfil the student-constructed checklist. 3.3 Knowledge Integration: Students will apply their literacy knowledge and skills developed by the English subject when writing a

reflective essay.Materials/Resources

Student checklist template Student laptops

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Actions Prior to Class:In the previous lesson, the teacher has provided specific and direct assessment feedback, as well as general assessment feedback, to the students. The teacher and students have compiled a list of the feedback, including the students’ limited application of drafting and editing their work, and the limited understanding of the connection between concepts and ideas.

ProcedureTime Organisation Teaching and Learning Activities

5 minutes Whole class ‘Do now’ activity: ‘What is the purpose of reflection?” Students will answer the ‘do now’ activity via shared document on Google Docs. The teacher will encourage each student to share at least one answer in response to the question. This short activity will allow students to understand and appreciate the significance and purpose of reflection.

10 minutes Think-Pair-Share Students will use the assessment feedback provided to collaboratively create a checklist of successful writing. Firstly, the teacher will allow students to work in pairs to create a quick list of requirements for successful reflective thinking. This list must have words from the ‘extended abstract’ and ‘relational’ levels of the SOLO taxonomy, including evaluate; predict; create; hypothesise; imagine; reflect; generalise; compose; perform; justify; compare/contrast; explain; sequence; classify; analyse; relate; apply; formulate questions; organise.Students will share the list with the class, and the teacher will type the answers on the computer/laptop, and this will be projected onto the board. Students will be provided with the checklist template to fill in the requirements via Google Docs (check appendix).

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20 minutes Individual workUsing the checklist as a guide, students will access Google Docs and type a 500-word (approximately one page, or less) reflective essay that will demonstrate students’ learning development during this unit. The teacher will stress the need for students to continuously refer to the checklist, and tick off each completed task. Students are encouraged to leave enough time to draft and edit their work.

10 minutes Individual workPair work

Students will send (via Gmail) their ‘draft’ reflective essay to their peers. Each student will provide appropriate and relevant feedback (constructive criticism) on their peers’ essay by constantly referring to the student-constructed checklist. Students will need to provide the assessed work with a grade out of 10 and explain the strengths and weaknesses of the reflective essay.

10 minutes Individual work Students will examine and make the appropriate recommended changes suggested by their peers. Students will finalise editing and send the final copy to the teacher.

5 minutes Whole class

Individual work

Students will reflect on what they have learned from this experience of using the student-constructed checklist to guide student’s understanding and completion of the reflective essay task.

Exit slip: Prior to being permitted to leave the class, each student will be given a post-it note and are expected to list one thing they have learned from this lesson or wish to improve on in future lessons. Students will stick this note on the ‘Exit Slip’ poster before leaving the classroom.

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Appendix: Student-Constructed Checklist for Reflective Essay

TASK COMPLETE?

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Assessment Task: Social and Cultural World

Outcomes to be assessed: P1 identifies and applies social and cultural concepts. P6 differentiates between social and cultural research methods. P10 communicates information, ideas and issues using appropriate written, oral and graphic forms.

Course components and weightings selected Social and Cultural World Research Task and Presentation. Weighting: 20% (20 marks). Assessment Task (DUE: Week 7, Term 1).

Students will choose ONE contemporary issue in the Australian society, and write a 750-word essay assessing the impact of technologies, including communication technology, in improving or worsening the issue. Students will also compose and present a 5-minute multimodal presentation of their assessment in class.

PART A (15 marks)

Select ONE contemporary issue in the Australian society; topics may include body image, racism, or gender stereotypes. You will write a 750-word essay explaining this issue and arguing whether the use of technologies, including communication technology, has ameliorated or exacerbated the issue. You MUST apply the concepts we have studied in class from the unit ‘The Social and Cultural World’ in your discussion. You MUST use primary research (personal experience) and secondary research (public knowledge) in an ethical manner to enrich your argument and provide relevant examples drawn from contemporary society.

PART B (5 marks)

You will summarise your research findings and compose and present a 5-minute multimodal presentation in class. In your presentation, you will discuss how you completed the assessment, the results you received from your research, and how this assessment has developed your social and cultural literacy.

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Marking Criteria

PART A – Research Task 15 marks

Criteria Marks

Presents a sustained and well-structured argument which demonstrates a thorough understanding of the impact of technologies in ameliorating or exacerbating a contemporary issue in the social and cultural world.

Effectively applies and integrates social and cultural terms and concepts throughout the essay. Demonstrates a thorough understanding and application of the ethical use of primary research (personal

experience) and public knowledge (secondary research). Presents a clear, coherent and well-structured essay that incorporates accurate and appropriate language, and

relevant examples drawn from contemporary society.

12-15

Presents a well-structured argument which demonstrates an understanding of the impact of technologies in ameliorating or exacerbating a contemporary issue in the social and cultural world.

Applies social and cultural terms and concepts throughout the essay. Demonstrates an understanding and application of the ethical use of primary research (personal experience) and

public knowledge (secondary research). Presents a clear and well-structured essay that incorporates accurate and appropriate language, and relevant

examples drawn from contemporary society.

8-11

Presents an argument which demonstrates an understanding of the impact of technologies in ameliorating or exacerbating a contemporary issue in the social and cultural world.

Applies some social and cultural terms and concepts throughout the essay. Demonstrates an understanding of the ethical use of primary research (personal experience) and public knowledge

(secondary research). Presents a well-structured essay that incorporates some accurate and appropriate language, and some relevant

examples drawn from contemporary society.

5-7

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Presents an argument which unsatisfactorily demonstrates an understanding of the impact of technologies in ameliorating or exacerbating a contemporary issue in the social and cultural world.

Demonstrates the limited use of the social and cultural terms and concepts throughout the essay. Demonstrates a limited understanding of the ethical use of primary research (personal experience) and public

knowledge (secondary research). Presents a poorly-structured essay that incorporates some accurate and appropriate language, and limited use of

relevant examples drawn from contemporary society.

0-4

PART B – Presentation 5 marks

Criteria Marks

Effectively summarises the research findings in a coherent, concise and well-structured manner. Demonstrates an enhanced understanding and development of their social and cultural literacy. Presents an engaging multimodal presentation with images and relevant factual information.

3-5

Summarises the research findings in a well-structured manner. Demonstrates a general or limited understanding and development of their social and cultural literacy. Presents a multimodal presentation with some images and factual information.

0-2

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Society and Culture Preliminary Stage 6 Scope and Sequence

Term 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10Topic: The Social and Cultural World Topic: Personal and

Social IdentityOutcomes: P1, P3, P6, P9, P10 Outcomes: P1, P2, P3,

P5, P8, P10

Term 2

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10Topic: Personal and Social Identity

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

Term 3

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10Topic: Intercultural Communication End of Term Exam

period

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

Outcomes: P1, P3, P4, P7, P8, P9

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The Social and Cultural World Concept Map

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Assessment Handbook

Assessment component and weightingComponent Weighting

Task 1 – The Social and Cultural World Research Task and Presentation 20 marks Task 2 – Personal and Social Identity Report 30 marks Task 3 – Intercultural Communication Research and Presentation 20 marks Task 4 – End of Term Exam 30 marks

Assessment Schedule

Assessment Components and Description Outcomes

Knowledge and understanding of

course content(50% of course content)

Application and evaluation of social and

culture research methods

(30% of course content)

Communication of information, ideas and issues in appropriate

forms(20% of course

content)

Total %

Task 1 – The Social and Cultural World Research Task and PresentationDue Date: Term 1, Week 7Weight: 20 marks

P1, P3, P6, P9, P10

10 5 5 20%

Task 2 – Personal and Social Identity Report Due Date: Term 2, Week 9Weight: 30 marks

P1, P2, P3, P5, P8, P10

15 10 5 30%

Task 3 – Intercultural Communication Research and Presentation

P1, P3, P4, P7, P8, P9

10 5 5 20%

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Due Date: Term 3, Week 6Weight: 20 marksTask 4 – End of Term Exam Due Date: Term 3, Weeks 9/10Weight: 30 marks

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

20 5 5 30%

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