18335620 Jyotishna Priya Sen

Secondary Curriculum 2C: Society

& Culture
Assignment 2
Jyotishna Priya Sen

1
18335620 Jyotishna Priya Sen

Assessment Task 3: Year 12 Society & Culture

Depth Study 1: Popular Culture
HISE Faculty

Name: Teacher: Course: Society & Culture

Nature of Task: Oral Presentation

This task requires students to prepare a speech and presentation that reflects on the development of popular
culture.

Date Issued: 9th May Due Date: 27rd May Weighting: 20% Marks: 15
Week 3 Week 6
Outcomes:
H1 evaluates and effectively applies social and cultural concepts
H5 analyses continuity and change and their influence on personal and social futures
H9 applies complex course language and concepts appropriate for a range of audiences and contexts
H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms
Task Context:
In class we have been developing our knowledge to understand the nature of popular culture and examining
its different characteristics. We have also focused on how technology has impacted and significantly
contributed towards the development of popular culture.
Task Description:
For this assessment task:
 You are required to prepare an oral presentation in which you address the following question:
Discuss the ways in which ONE aspect of popular culture (film, music, television, leisure, sport, social
media, fashion etc) has changed and evolved through time
To complete the oral presentation, you must:
1. Choose ONE aspect of popular culture that you are interested in

2. Conduct secondary research on your chosen aspect of popular culture by adhering to the following:
- How has that popular culture changed and evolved through time;
- How has it contributed to social change; and
- How it may continue to evolve into the future
- How it applies to relevant course concepts:
 Continuity and change
 Technologies
 Consumption

2
18335620 Jyotishna Priya Sen

 Commodification
- Identify and analyse relevant contemporary examples related to your chosen popular culture

3. Use your secondary research to compose a 5-10-minute speech and Powerpoint presentation. In your
speech you are to discuss how your chosen aspect of popular culture has changed and evolved
through time. Use the dot points listed above under secondary research to guide the composition of
your speech.

4. Create a Powerpoint presentation to accompany your speech. Ensure to organise your presentation
under the following headings:
- Change and evolvement
- Contribution to social change
- Future aspects of change
- Course concepts
- Contemporary examples
You are encouraged to be creative and use appropriate images and videos to present your research
Length of task: 5 – 10 Minutes
You are required to submit for assessment purposes:
1. An oral presentation of 5-10 minutes in length. You are encouraged to not read off the board. Palm
cards can be used but is optional.
2. A written transcript of your speech, print out of the Powerpoint presentation and a correctly formatted
bibliography
Assessment Criteria:
You will be assessed on how well you:
 Discuss the ways in which one aspect of popular culture has changed and evolved through time
 Explain how your chosen aspect of popular culture has contributed to social change
 Effectively integrate and apply course concepts
 Effectively utilise ICT to present a sophisticated and engaging presentation

3
18335620 Jyotishna Priya Sen

Marking Guidelines: Content/Powerpoint

Criteria Marks
 Clearly and comprehensively discusses how ONE aspect of popular culture that has changed 9-10
and evolved through time
 Clearly identifies and explains how chosen aspect of popular culture has contributed to social
change
 Seamlessly applies the integration of given course concepts
 Plans and executes a thorough investigation through secondary research
 Delivers a well-organised and engaging presentation demonstrating sophisticated use of ICT
 Clearly discusses how ONE aspect of popular culture has changed and evolved through time 7-8
 Clearly explains how chosen aspect of popular culture has contributed to social change
 Integrates the given course concepts
 Plans and executes a substantial investigation through secondary research
 Delivers an organised and engaging presentation demonstrating good use of ICT
 Describes how ONE aspect of popular culture has changed and evolved through time 5-6
 Describes how chosen aspect of popular culture has contributed to social change
 Uses the given course concepts
 Plans and executes a satisfactory investigation through secondary research
 Delivers a satisfactory and partially engaging presentation demonstrating use of ICT

 Outlines how ONE aspect of popular culture has changed and evolved through time 3-4
 Attempts to outline how chosen aspect of popular culture has contributed to social change
 Mentions the given course concepts
 Plans and executes a basic investigation through secondary research
 Delivers a presentation demonstrating some use of ICT
 Identifies how ONE aspect of popular culture has changed and evolved through time 1-2
 Mentions some of the given course concepts
 Demonstrates minimal planning of the investigation
 Delivers a presentation demonstrating little use of ICT

4
18335620 Jyotishna Priya Sen

Oral Presentation
Criteria Effective Needs Work

Delivery: /3
Eye contact, audibility, clarity &
stance

Rapport with audience: /2

Engages audience

Comments:

Mark: /15

5
18335620 Jyotishna Priya Sen

Key Course Concepts: Glossary

Concept Definition

Continuity and change The persistence or consistent existence of cultural

elements in a society across time. Continuity can
also be referred to as the maintenance of the
traditions and social structures that bring stability to
a society.

The alteration or modification of cultural elements

in a society. Change to society can occur at the
micro, meso and macro levels. It can be brought
about by modernisation processes, including
technological innovation. This force results in an
alteration to culture.
Technologies Refers to all the tools that we use to assist our
interactions in society. Technologies can lead to
innovation and can initiate change to micro, meso
and macro operations in society. The value placed
on technologies at any level of society influences
the rate of change to society and culture.
Technologies are constantly changing and adapting,
and their impact varies over time. Communication-
based technologies facilitate the interaction
between the micro, meso and macro levels of
society.
Consumption The process of selecting and using a product.
Consumption involves a conscious decision to
engage with a commodity.
Commodification A social process by which an item is turned into a
commodity in readiness to be traded. The process
relies on marketing strategies with the aim of
producing a perceived value in the item

6
18335620 Jyotishna Priya Sen

Discussion

Senior students who undertake the year twelve High School Certificate (HSC) in New South Wales (NSW)

conform to various practices of assessment. The NSW Society and Culture syllabus for stage six students

presents a course that is relevant to their societal constructions. Considering the factors of relevance, the

Society and Culture syllabus provides ample opportunity for assessment practices through its content and

outcomes. The syllabus further intends to develop students social and cultural literacy through understanding

the interactions of people, societies, cultures, environments and time (NESA, 2013). In considering, these

factors of the NSW Society and Culture syllabus it is important that assessment practices reflect the relevant

notions of the intended syllabus objectives. This discussion, will therefore, reflect upon the importance of

assessment, feedback and design in relation to how it informs assessment practices undertaken for the NSW

Society and Culture syllabus.

Assessment is an important concept within the practices of teaching as it informs the implementation of

pedagogical approaches, which relates to teacher effectiveness and student outcomes. This is depicted by Black

& William (2018) who emphasise that assessment is a significant component towards the delivery of effective

education. The importance of assessment for senior students is essential as it informs their learning and

addresses gaps that’s may exist in curriculum and pedagogical approaches (Black & William, 2018). Senior

students in stage six are assessed through the following aspects of assessment; assessment for learning,

assessment as learning and assessment of learning (NESA, 2017). These are key assessment practices that

inform the ways students are assessed. Furthermore, it is important to highlight that these aspects reflect the

notions of formative and summative assessment approaches. Formative assessment practices take place usually

within the classroom which can be done through a class quiz, discussion and teacher observations (Wilson,

2018). Formative assessment further provides relevant information that can be used as potential feedback for

teachers and students (Wilson, 2018; Frey & Schmitt, 2007). The feedback provided through formative

assessment approaches further allows teachers to modify teaching and learning activities to adhere to student

needs, which is extremely important for senior students (Wilson, 2018).

7
18335620 Jyotishna Priya Sen

Furthermore, to understand the importance of assessment for senior students especially within the teaching area

of Society and Culture it is essential to emphasise upon the assessment of learning practices. Assessment of

learning is usually depicted as summative assessment, which can be defined as a way to measure students’

knowledge on a particular topic or unit (NESA, 2017; Black & William, 2018; Shuichi, 2016). Summative

assessment is a formal task that students undertake to provide evidence of their learning, especially for the High

School Certificate (HSC) it is used for grading and ranking purposes (NESA, 2017; Shuichi, 2016). It,

furthermore, forms into providing feedback to students, which ultimately leads into assessment as learning

(NESA, 2017). It is essential to highlight how the HSC is a relevant form of summative assessment that is

implemented across the state for NSW senior students (NESA, 2017, Johnston, 2017). The NSW Society and

Culture course assesses students through formal assessment task implemented by schools and a formal HSC

examination, which is initiated and designed by the NSW Standards Authority (NESA, 2017). Therefore, it is

evident that summative assessment requirements are essential factors associated with the reporting of senior

students undertaking the HSC course within the subject area of Society and Culture.

The importance of formative and summative assessment practices further informs the ways senior students

receive feedback. It is definitely critical that senior students in year twelve receive quality feedback on

formative and summative assessment approaches (Klenowski, 2013). It is important to highlight that ‘The

Australian Professional Standards for Teachers’ (APST) informs the practices associated with assessment,

feedback and reporting on student learning (AITSL, 2011; NESA, 2018). Assessment, feedback and reporting

have been highlighted as essential standards that teachers must adhere to in order to cater to student needs and

legislative requirements. It is important for teachers to provide students with relevant feedback to assist them in

developing their strengths and weaknesses (Yan, 2014; Jacobs, 2017). Teachers are encouraged to provide

students with extensive, meaningful and affirming feedback to ensure that students “persist, think flexibly and

remain open to continuous learning” (See & Becker, 2018, p.28). Furthermore, it is important to emphasise that

feedback to students can sometimes be mis-constructed, especially in relation to when a teacher intends to be

helpful it may be taken negatively by some students (See & Becker, 2018).

8
18335620 Jyotishna Priya Sen

The approaches to feedback have definitely developed over the past few years See & Becker (2018) depict that

the approaches to feedback are changing through the use of technology. See & Becker (2018) reflect on how

technology has influenced feedback approaches through the introduction of online educational tools. Some

popular and relevant online educational tools include email, Edmodo and google classroom. Even though

technology has significantly impacted feedback approaches, written feedback is still considered relevant by

teachers and students. Smith & Cumming (2003) emphasise that some students prefer written feedback due to it

being highly constructive and detailed. Furthermore, other approaches towards effective feedback for senior

students includes peer and self-assessment (Smith & Cumming, 2003). Self-assessment practices to feedback

allows students to develop critical and cognitive skills that is essential for their growth as learners (Smith &

Cumming, 2003). Moreover, for students to apply the aspects of self-assessment it is vital for teachers to model

strategies for improvement towards relevant skills and assessment practices (Smith & Cumming, 2003).

In relation to understanding the aspects related to assessment design it is firstly important to understand the

course requirements for Society and Culture. Society and Culture assessment outline for the HSC course

constitutes of four assessment task that is to be conducted within the school (McDonald, 2018). The nature of

these task varies and depends on the faculty and adherence to their course structure. It is important to identify

that there are various types of assessment designs that teachers undertake. In relation to considering senior

students within the stage six Society and Culture course it is essential for teachers to design assessment that

reflects their interest (McDonald, 2018). This is because for senior students to be engaged within the course and

assessment practices teachers must ensure that assessment design contributes to student engagement,

motivation and success. Engagement of senior students is essential, therefore, the assessment task created above

for students undertaking the HSC course Society and Culture (Depth study: Popular culture) has incorporated

the relevance of Information and Communication Technologies (ICT). The use of ICT in assessment design

definitely allows teachers and students to be creative (Schrock, 2013). It further encourages students to be

motivated and engaged with the assessment task (Schrock, 2013). Furthermore, it is important to highlight that

assessment design is significantly constructed through the relevance of course objectives and outcomes (NESA,

9
18335620 Jyotishna Priya Sen

2017; Matters, 2005; Smith & Cumming, 2003). These aspects significantly inform how assessment is to be

designed for senior students and cater towards their learning needs.

Moreover. It is important to reflect on how the importance of assessment, approaches to feedback and

assessment design significantly informs the practices of teaching. These notions of assessment are definitely

essential in how practices of assessment are mandated in schools. The NSW Education Standard Authority

implements specific guidelines and requirements for teachers and schooling practices to adhere to (NESA,

2017). For example, a relevant document provided by the NSW Education Standard Authority is the ‘Principles

of Assessment for stage six’ document which provides guidelines into the implementation of assessment

practices within schools (NESA, 2017). This document specially refers to stage six senior students and applies

to all subject areas within the HSC course. Moreover, it is important to consider that assessment practices

implemented in schools definitely allows teachers to prepare students for the HSC examinations during the end

of year twelve (Matters, 2003). It is also important to consider that the practices of assessment especially within

the society and culture course for the HSC to some extent assesses teachers’ pedagogical approaches and their

practices within the teaching of students (Fogarty, 1997; Matters, 2005). Therefore, it is evident that the notions

associated with assessment, approaches to feedback and assessment design significantly influence and impact

teaching practices through various ways. It can be further depicted that these influences on teaching practices

consists of positives and negatives.

To conclude, it is evident that the importance of assessment within the subject area of Society & Culture for

senior students is a critical aspect associated with syllabus objectives and outcomes. Senior students within the

HSC course for Society & Culture must adhere to the standards mandated by the NSW Education Standards

Authority to achieve the requirements of the subject (NESA, 2017). Furthermore, the importance of assessment,

approaches to feedback and assessment design are also essential aspects that informs the teaching practices

implemented by teachers to ensure that students learning requirements are being fulfilled. These aspects of

assessment not only inform the teaching practices of educators but also ensure to develop students’ essential

skills to be lifelong learners, which is critical to the Society and Culture HSC course.

10
18335620 Jyotishna Priya Sen

References

Australian Curriculum, Assessment and Reporting Authority. (2016). Retrieved from

http://www.acara.edu.au/

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for

Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Black, P. & Wiliam, D. (2018). Classroom assessment and pedagogy, Assessment in Education.

Principles, Policy & Practice, 1-25. doi: 10.1080/0969594X.2018.1441807

Catriona, M. (2018). NESA stronger standards in the HSC: Changes to Assessment in HSC Society and

Culture 2018-2019. Culturescope, 113, 13-15.

Fogarty, M. (1997). Coursework assessment and the HSC. Unicorn, 23(1), 65-73.

Frey, B., & Schmitt, V. (2007). Coming to terms with classroom Assessment. Journal of Advanced

Academics, 18 (3), 402-423. Retrieved from

http://journals.sagepub.com.ezproxy.uws.edu.au/doi/abs/10.4219/jaa-2007-495

Gore, J. (2007). The challenges for teachers, teaching and teacher education (PP.73-90). Rotterdam, The

Netherlands: Sense Publishers.

Jacobs, R. (2017) Six critical issues in senior secondary drama performance assessment in Australia, NJ, 41

(2), 127-140. doi: 10.1080/14452294.2017.1438043

11
18335620 Jyotishna Priya Sen

Johnston, J. (2017). Australian NAPLAN testing: In what ways is this a ‘wicked’ problem?.

Improving Schools, 20 (1), 18-34. doi:10.17.7/136548021673170

Kathy Schrock’s Guide to Everything. (2013). SAMR and Bloom’s. Retrieved from

http://www.schrockguide.net/samr.html

Kim, J. (2005). The effects of a constructivist teaching approach on student academic achievement, self-

concept, and learning strategies. Asia Pacific Education Review, 6 (1), 7-19.

Matters, G. (2005). Designing assessment tasks for deep thinking. Curriculum Corporation.

NESA. (2017). Principles of Assessment for stage 6. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-

curriculum/assessment

Shuichi, N. (2016). The possibilities and limitations of assessment for learning: Exploring the

theory of formative assessment and the notion of “closing the learning

Gap”. Educational Studies in Japan, 10 (0), 79-91. Retrieved from

https://www.jstage.jst.go.jp/browse/esjkyoiku/-char/ja

NSW Education Standards Authority. (2013). Stage 6 Society & Culture Syllabus. Retrieved from

https://syllabus.nesa.nsw.edu.au/download/

See, M, & Becker, B. (2018). New ways of doing old things: Beyond the red pen. Literacy Learning: The

Middle Years, 26 (1), 28-30.

Smith, C.M., & Cumming, J.J. (2003). Curriculum Literacies: Expanding domains of assessment, Assessment

in Education: Principles, Policy & Practice, 10 (1), 47-59. Doi:10.1080/09695940301690

12
18335620 Jyotishna Priya Sen

Wilson, M. (2018). Making Measurement Important for Education: The Crucial Role of Classroom

Assessment. Educational Measurement: Issues and Practice, 37(1), 5-20.

Yan, Z. (2014). Predicting teachers' intentions to implement school-based assessment using the theory of

planned behavior, Educational Research and Evaluation, 20 (2), 83-97. doi:

10.1080/13803611.2013.877394

13