Professional Documents
Culture Documents
Curriculum Assessment
Professional Task 2017
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Society & Culture Curriculum Assessment: Professional Task
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Appendix C: Assessment Schedule for Year 11/2017
Component Task One Task Two Task Three: Task Four: Weighting %
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
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Unit Outline: Society and Culture The Social and Cultural World.
UNIT OUTLINE
Subject: Social & Cultural World Course: Preliminary Number of Weeks: 3 weeks
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.
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Literacy Focus Numeracy ICT Focus
Focus Differentiation
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Week/ Syllabus Content Teaching and Learning Strategies Resources
Sequence including assessment for learning.
Week One Concepts and Social and Lesson One: Lesson One:
Cultural Research:
P1 The key focus of this lesson will be Key concepts
The introduction to the introducing the students to the key and their
P2 Preliminary Course will focus concepts and ideas outlined in the definitions
P3 learning on key fundamental syllabus for Society and Culture. (BOSTES, worksheet.
concepts needed to 2009, pg. 48-53). (Please see
undertake the Society and appendices,
Culture Course. Small Group Activity: Students to be placed for
into groups and will conduct an activity worksheet).
The key fundamental on the key concepts. The worksheet has
concepts that are not to be two different columns the right hand side Workbooks.
look at individually but has all the different definitions to the key
interrelated between each concepts. Student must fill in the left side
other are: of the worksheet and working together in
their groups decide which concept fits the
- Society concept definition.
- Culture
- Persons Differentiation: low SES and EALD
- Environment students will also be given a list of the key
- Time concepts they are trying to match to the
- Power definitions, in order to give them more
- Authority understanding and guidance when
- Gender completing the task.
- Technology
Whole Class Discussion: Once students are
finished deciding what concepts fit their
The process of Social and corresponding definition. Ask some
Cultural Research will also be students what they think certain
explored during this week definitions are? Were they unable to
laying the foundation skills decipher all the terms? Discuss with the
students will need to class why the definitions match and
complete the assessment correspond to certain key concepts and
task. ask students to fix any mistakes they
made during the exercise.
Skills Include:
Mind- Mapping Activity: Working
- Methodologies individually students are to now construct
- Literature Review a mind-map in their workbook with the
- Synthesis word CONCEPTS in the middle from here
- Topic Question students can arrange the key concepts
- Planning and anywhere around the page, after this
Implementing students are to try and find links between
- Presentation of the concepts and why?
Findings
Differentiation: Low SES and EALD are
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Finally this week will also allowed to work together to complete this
introduce the assessment task if they wish, or guide the students
task for this unit of work through the process giving them ideas
which is a report and oral/ about why certain concepts link and how.
multimodal presentation in
class, students will be Whole Class Discussion: After ten minutes
encouraged to begin working ask certain students where they found
on there task immediately. links between the concepts and why?
Were they able to make the entire
(BOSTES, 2009, pg. 21-22). concepts link? Did they think some
concepts stood by themselves?
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questions students may have about
research. Students are encouraged to take
notes as needed or to view the
presentation later and take notes.
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
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combines personal World. Students have ten minutes to appendices
experience and public complete the second column; students can for
knowledge drawing on work together to complete this task. worksheet).
multiple disciplines.
Differentiation: For low SES and EALD Micro/Macro
Such disciplines include: students please give them the scaffolded World
version of the discipline worksheet. Worksheet
- Anthropology (Please see
- Psychology Whole Class Discussion: As a class ask appendices
- Sociology students to voice their ideas and opinions for
- Philosophy about the discipline worksheet answers. worksheet).
- Cultural Studies Discuss with the class the importance of
- Communication these disciplines to society and culture.
- Media Studies After this discussion please give students
to definitions of the disciplines and ask
This week will also include them to fill in the third column of their
the assessment task itself; worksheet. (Scaffolded worksheet already
students will present their has definitions filled in).
report and oral/multimodal
presentations in class. Micro and Macro World Activity: Handout
to students to micro/macro world
(BOSTES, 2009, pg. 21-22). worksheet and please ask students to fill
out the worksheet in reference to their
own personal, social and cultural worlds.
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Week Three The Social and Cultural Lesson Seven: Lesson
World: Seven:
P5 This lesson will start to look at cross-
This week will encompass cultural studies. Building on from the Workbooks.
P8 cross-cultural studies and previous lesson on micro/macro worlds
will examine the micro and and exploring differing perspectives and
macro worlds. ideas about society and culture.
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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?
Lesson Nine:
Lesson Nine:
N/A
The assessment task consists of a small P1 Identifies and applies social and cultural concepts
research report where students must find
two articles that reflect Australian and P2 Describes personal, social and cultural identity.
chosen cross-cultural study and then present
there findings through a multimodal oral P3 Identifies and describes relationships and interactions
within and between social and cultural groups.
presentation to the class. This assessment
allows students to effectively use the P5 Explains continuity and change and their implications
foundation skills they have learnt for societies and cultures.
throughout the unit and their ability
research ability. P8 Plans and conducts ethical social and cultural research.
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Reflexive practice will be used throughout Indicators of learning will be present throughout the
the unit of work to demonstrate the effective formative assessments through methods such as Kahoot
evaluation of teaching and learning. quizzes and scaffolded lesson activities where students
Continual formative assessment will be used will need to demonstrate understanding in order to
to give indication of learning and teaching. complete the class activity.
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Classroom Ready Stage Six Assessment Task
Assessment Notification
Details of Task
Part One:
Part Two:
Outcomes to be Assessed:
Part One:
Part Two:
P7- applies appropriate language and concepts associated with society and
culture.
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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.
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Classroom Ready Stage Six Assessment Task
Please make sure students are seated and the roll is marked.
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.
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Pre Assessment Task Lesson Plan
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
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the assessment task.
3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within 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.
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Time Teaching and learning actions Organisation Centred
T/S
5 Students enter classroom and are Teacher: Mark Roll, make sure T
seated with materials out in front of the students have appropriate materials.
on desk and waiting for instruction.
Acknowledge the Aboriginal land in
which the school reside and pay
respects to Aboriginal Elders.
10 Ask certain students to provide their Teacher: Ask students what their S
answers to the question from the Do responses were to the Do Now
Now activity rom the previous lesson, question presented and completed
allow for differing ideas and opinions. previous lesson. Allow five minutes to
discuss answers and ideas.
Resources:
https://play.kahoot.it/#/k/4e44353c-
a157-4418-90d9-bec6502f2fb3
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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.
Resources: Devices.
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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.
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 Social and cultural literacy and identity is embedded
and cultural identity. 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.
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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.
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.
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).
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Post Assessment Task Lesson Plan
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.
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
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throughout this lesson in preparation for
the assessment task.
3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within 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.
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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.
Resources: N/A
Resources: N/A
Student:
PowerPoint (Please
Resources:
see appendices).
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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.
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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.
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.
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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.
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.
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)
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Justification
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
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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).
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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).
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Reference List
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
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Appendices
Key Concepts Worksheet
Society
Culture
Persons
Environment
Time
Power
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Authority
Gender
34
technology and artifacts
people generate and use
as they interpret
meaning from their
world and solve present
and future problems.
35
They need not, however,
determine our future. We
can perceive a range of
possible futures that can
assist our decision
making.
36
K-W-L Worksheet
37
Disciplines Worksheet
Anthropology
Sociology
Psychology
Philosophy
Cultural Studies
Media Studies
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Social Ecology
http://www.americananthro.o
rg/AdvanceYourCareer/Conte
nt.aspx?ItemNumber=2150
http://sociology.unc.edu/unde
rgraduate-program/sociology-
major/what-is-sociology/
39
such areas as human
development, sports, health,
clinical, social behavior and
cognitive processes.
https://www.simplypsychology.o
rg/whatispsychology.html
https://en.wikipedia.org/wiki/Ph
ilosophy
http://culturalstudies.web.unc.ed
u/resources-2/what-is-cultural-
studies/
https://en.wikipedia.org/wiki/M
edia_studies
40
https://en.wikipedia.org/wiki/So
cial_ecology
My Macro World
My Micro World
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