Cs Ass 1 Wed

Preliminary Society and Culture
The Social and Cultural World
Benedict Stone

Table of Contents
Appendix A: Scope and Sequence .............................................................................3
Appendix B: Concept Map .........................................................................................4
Appendix C: Assessment Schedule Year 11/2017 ......................................................5
Class Ready Stage 6 Assessment Task .......................................................................6
Unit Outline: The Social and Cultural World ............................................................13
Pre-Assessment Lesson ...........................................................................................65
Post-Assessment Lesson ..........................................................................................75
Academic Justification .............................................................................................87

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Appendix A: Scope and Sequence

Course Term 1 – 30% Term 2 – 40% Term 3 – 30% Term 4
Preliminary Topic: The Social and Topic: Personal and Social Topic: Intercultural Students start the HSC
(120 Cultural World Identity communication course in this term.
indicative Case Study: The Amish Case Study: Teenagers in Australia and India
hours, over Syllabus outcomes: the Yolngu. Syllabus outcomes:
three terms) P1, P3, P6, P9, P10 Syllabus outcomes: P1, P3, P4, p7, P8, P9
P1, P2, P3, P5, P8, P10 Duration in weeks and
Duration in weeks and hours:
hours: Duration in weeks and 12 weeks
9 weeks hours: 48 hours
36 hours 12 weeks
48 hours
Course Term 4 (year 11) 30% Term 1 - 30% Term 2 - 20% Term 3 - 20%
HSC (120 Topic: Core: Personal Topic: Core: Social and Topic: Popular Culture Topic: Belief Systems
indicative Interest Project Cultural Continuity and Case study: Hip Hop Case Study:
hours, over Change Syllabus outcomes: Environmentalism
four terms) Syllabus outcomes: H1, Case Study: Vietnam H2, H3, H4, H5, H7, H8, H10 Syllabus outcomes: H2,
H6, H7, H8, H9, H10, H11 Syllabus outcomes: H1, Duration in weeks and H3, H4, H5, H7, H8, H10
Duration in weeks and H3, H4, H5 H6, H7, H8, H10 hours: Duration in weeks and
hours: Duration in weeks and 6 weeks, 24 Hours hours:
9 weeks, 36 hours hours: 6 weeks, 24 Hours
9 weeks, 36 hours

Appendix B: Concept Map

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Appendix C: Assessment Schedule Year 11/2017

Component Task 1 Task 2 Task 3 Task 4 Weighting
The Social and Personal Intercultural Yearly

Cultural World and Communication
Social
Identity
Research and Report Research Research and Preliminary

and Report examination
Report
End of Term 1 Term 2 Term 3 Late Term

3
P1, P6, P7, P8, P9, P2, P3, P1, P2, P3, P4, P1, P2, P3,
P10 P5, P6, P5, P6, P8, P10 P4, P5, P6,
P8, P9, P7, P10
P10
Knowledge and 5 10 10 25 50
understanding
of course
content
Application and 10 5 10 5 30
evaluation of
social and
cultural
research
methodologies
Communication 5 5 5 5 20
of information,
ideas and
issues in
appropriate
forms
Marks 20 20 25 35 100

Class Ready Stage 6 Assessment Task
Assessment task Notification

Due Term 1, Week 9 Weighting- 20%

Context
Students have been Learning about the Social and Cultural World, with focus on the
key concepts of the subject along with research methodologies and their application.

Outcomes
The following are the outcomes that you will be assessed against

P1 Identifies and applies social and cultural concepts
P6 Differentiates between social and cultural research methods
P7 Selects, organises and considers information from a variety of
sources for usefulness, validity and bias
P8 Plans and conducts ethical social and cultural research
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

6

The Task

YOU MUST CHOOSE A CONTEMPORARY ISSUE
PART ONE
A completed Research Methods Planning Template (Attached)

PART TWO
Find FIVE secondary Sources (e.g. books, journals, news articles, blogs) that you
could use to investigate your chosen contemporary issue

A, Each source must be annotated to identify the Course Concepts

B, Your articles also need to be listed in a bibliography with APA citation that
discusses the usefulness, validity and bias of the information. Each Citation
should be one paragraph in length (100-175 words)

PART THREE
Discuss the reasons you have chosen the research method for investigating your
contemporary issue (500-750 words). This discussion should include:

A, A brief outline of your chosen research method including strengths and
weaknesses for researching your contemporary issue

B, How you would use this research method, e.g, If you have chosen an interview,
who would you interview and what type of questions would you ask.

C, Reasons why this research method would be the most effective way to gather
data on your contemporary issue

D, Any ethical concerns you would need to address

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Marking Criteria

Criteria Mark
- Completed research methods planning template 18-20
- Highly Effective annotation of sources that clearly identifies social and
cultural concepts
- Highly Effective and accurate citations that accurately consider usefulness,
validity and bias of sources.
- Highly Effective communication of the understanding of a social and cultural
research methodology including its efficacy, ethical concerns, and parameters
of use.
- Highly effective identification of the most effective research methodology
for gathering data on the selected contemporary issue

- Completed research methods planning template 15-17
- Effective annotation of sources that clearly identifies social and cultural
concepts
- Effective and accurate citations that accurately consider usefulness, validity
and bias of sources.
- Effective communication of the understanding of a social and cultural
research methodology including its efficacy, ethical concerns, and parameters
of use.
- Effective identification of the most effective research methodology for
gathering data on the selected contemporary issue

-Completed research methods planning template 12-14
- Annotation of sources that clearly identifies social and cultural concepts
- Accurate citations that may consider usefulness, validity and bias of sources.
- Basic communication of the understanding of a social and cultural research
methodology including its efficacy, ethical concerns, and parameters of use.
- Identification of the most effective research methodology for gathering data
on the selected contemporary issue
- Basic understanding of why the chosen research methodology would be
most effective
-Completed research methods planning template 7-11
- Attempts annotation of sources and attempts to identify social and cultural
concepts
- Citations that may consider usefulness, validity and bias of sources.
-Some communication of the understanding of a social and cultural research
methodology including its efficacy, ethical concerns, and parameters of use.
-Attempts to identify the most effective research methodology for gathering
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data on the selected contemporary issue
- Research methods planning template is complete 1-6
- Selects sources that are annotated
- Provides citations with limited mention of the usefulness, validity and
bias of one or more sources
- Limited annotation of Course Concepts
- Describes a social and cultural research method
- May give a reason the research method would be an effective way to
gather data on their contemporary issue

Absentee Students

As this is a formal assessment task, students’ that are absent for assessment submission must submit a
medical certificate on the first day back to school. These students will also be required to email the
assignment through to the teacher on the absent day, and submit a paper copy on the first day back at
school. Any failure to adhere to these instructions will result in a 10% penalty per day.

Submission requirements

Work must be submitted in 12Ppt. Times New Roman, Double-Line Spaced. This is a hardcopy
hand-in. DO NOT print double-sided, and all documents should be stapled in the top left corner.
NO PLASTIC SLEEVES.
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Research Methods Planning Template

1. Decide on your chosen My contemporary issue is…..
Contemporary issue

What concepts does it relate to…

2. Develop a hypothesis My research question in regards to
my Contemporary issue is….

3. Gathering Sources The Five sources are:

1.

2.

3.

4.

5.

4. What research? What is the chosen research
methodology?...

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Evaluation of Sources

To evaluate your sources use TOMAC source analysis framework
below

T- TYPE

O- ORIGIN

M- Motive

A- Audience

C- Content

-

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Teacher Notes on Conducting Assessment Task

In the lesson where students receive the assessment task, the teacher
will explain the task. In case of absence from class, the substitute
teacher will direct the students that all questions will be answered in
the following lesson.
In explaining the task, the teacher should explicitly reference the
rubric, and go through referencing in APA style with students, as well
as correct structuring of paragraphs, and Source-Analysis.

Teacher Must Check

• All students have a copy of the assessment task including
framework on the back
• All students understand what the requirements of the task are
• That all students sign the document stating they have received
the assessment task

During the task

The lessons of the unit should give students the appropriate skills
and knowledge to successfully complete the task.
• The teacher should not specifically help students with the task
before it is due
• The teacher should provide regular reminders to students to
ensure that progress on the task is being made
• The teacher should confirm the contemporary issue that
students are selecting, ensuring it is ethical and appropriate.

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Unit Outline: The Social and Cultural World

Subject: Society and Culture Course: Stage 6 Preliminary Number of Weeks 9 Weeks
(36 Hours)
Unit title: The social and
Cultural World
Key Concepts/ Big Ideas The importance of this learning
Concepts: Social and cultural literacy, community, Students learn to:
groups, communication, conflict, socialisation, Apply the fundamental concepts of TWO social situations.
enculturation, acculturation, cooperation, Describe the stages in the process of social and cultural research.
citizenship, decision-making, change, social Distinguish between the advantages and disadvantages of qualitative and quantitative research
structure, continuity, multiculturalism, micro world, methodologies for a particular research topic.
macro world, power, authority, persons, time, Apply the methodology of case study to ONE of the aspects listed during their cross-cultural
culture, environment, society, time, globalisation, study. Distinguish between the micro world and the macro world.
technologies, identity, gender, social constructs, and Introduce students to the academic nature of the subject, as well as the high standards and
socialisation. expectations of students whilst engaging with concepts and content of the unit.
The nature of Society and Culture Introduce students to the discourse of Society and Culture.
The social and Cultural World
Social and Cultural Research

Unit context within Scope and Sequence Syllabus Outcomes
P1 Identifies and applies social and cultural concepts
Term One – 20% of Preliminary Mark P2 Describes personal, social and cultural identity
P3 identifies and describes relationships and interactions within and between social and
cultural groups
The core components of the subject of society and P4 Identifies the features of social and cultural literacy and how it develops
culture that are learnt through this unit will be built P6 Differentiates between social and cultural research methods.
upon throughout the rest of the Preliminary and HSC P7 Selects, organises and considers information from a variety of sources for usefulness, validity
course. and bias
P9 Uses appropriate course language and concepts suitable for different audiences and contexts
P 10 Communicates information, ideas and issues using appropriate written, oral and graphic
forms.
Literacy Focus Numeracy Focus ICT Focus Differentiation
The numeracy focus is Students will engage in use of EALD:
Differentiation to a wide developed through this unit ICT to further understandings EALD students are supported through the provision of
range of learning needs, with students being required of core topics in the unit, with scaffolded exercises at all stages of the learning as well as
guided learning, scaffolding, to engage in analysis of students engaging in utilising peers in the classroom as a source of social support. All
orally, graphically different statistical evidence. research-tasks. There is also materials for the unit are also provided in a class workbook,
sources that students must the use of discussion forum and key terminology of the subject is incorporated into every
interpret. questions at the summation of lesson. The use of the class discussion forum allows for these
Explicit Literacy instruction each lesson. students to engage with other students in consolidating
through the lessons. understandings lesson-by-lesson. The actual structuring of the
Kahoot Pop-Quizzes at the end lessons is componential, with each lesson building upon one
of each week to discern another se that these students can engage meaningfully in the
student learning learning. The class website will also contain further materials
so that students can watch relevant videos, and read extra
Students will also mind map materials to assist in learning. Students will also at the end of
using computer software. every single lesson use the Twitter Bird Box system where they
can convey any issues they are having by putting a note (which
can be anonymous) into the box at the front of the class whilst
leaving the classroom at the end of each lesson. This will allow
for the teacher to discern where students are struggled and
differentiate accordingly in the following lessons.
Meaningful Learning through Technology:
Students through the unit will engage in in-class research
activities to further understandings of the unit, as well as utilise
the internet to enquire into the subject matter in class. The
Class website contains additional materials, videos, as well as
extension activities and the provision of all PowerPoint’s and
teaching materials. This allows for students to revisit lessons
and have access to the learning of the materials of the lesson.
The discussion forum serves as a collaborative assessment at
the end of each lesson that engages students in discourse where
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they are encouraged to convey their understandings and
perceptions on a question. There are also quiz activities in the
form of an end-of-week pop-quiz, which is an engaging way for
teachers and students to evaluate whether they are meeting
learning outcomes.

Week/ Syllabus Content Teaching and Learning Strategies including Resources
Sequence assessment for learning.
Week 1/ Syllabus: P1, P2, P3, P10 Teacher: Teacher will display PowerPoint PowerPoint
Lesson 1 Topic: Introduction to Society conveying expectations for the lesson, and then
and Culture: The Social and raise interesting points from student answers in Student BYO Devices
Cultural World the discussion forum. The teacher putting an
Students learn About: advance planner on the board will allow for What I know/What I want to
Concepts students to understand what will be done in the know/What I will learn
Students Learn to: lessons. Worksheet
How society and culture is Teacher: Teacher will display PowerPoint
conceptually based, and explaining the nature of the subject, and will Student devices for doing the
integrates cross-cultural studies. introduce the unit. Forum Discussion question in-
Students: Students and teacher will engage in a class.
What I know/what I will learn activity.
Students: Students will think-Pair-Share on Prepared Questions
prepared questions aimed at engaging students in
the content, and their ideas of Society and Culture. YouTube video- Strange
Students and Teacher will engage in whole-class traditions around the world
discussion based on prepared questions.
Forum Question: From this lesson, what do you Ted Talk- How culture drives
understand to be different in Society and Culture behaviours
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from other units of work? What are you looking
forward to learning the most? Bird Box Feedback slip
Teaching strategies: Think-pair-share,
instruction, collaborative learning through
discussion, scaffolding through questions for the
group-activity. Discussion forum as well as Bird
Box lesson-by-lesson feedback.
EALD: Social support through think-pair-share
activities which is collaborative. Discussion forum
as a means of consolidating learning. Use of
scaffold for group task.
Meaningful Learning through technology: The
forum discussion is done in the class this week so
teacher can convey its purpose and how to do it.
Week 1/ Syllabus: P1, P2, P3, P10 Teacher: Teacher will display PowerPoint Scaffold of concepts worksheet
Lesson 2 Topic: The concepts conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in PowerPoint
The Key Concepts the discussion forum. The teacher putting an
Students Learn to: advance planner on the board will allow for Student BYO Devices
Apply the fundamental concepts students to understand what will be done in the
lessons. Interactive White Board
Teacher: Teacher displays the fundamental
concepts of the unit, explaining that concepts Key terms glossary sheet
need to be actually understood, not just Prepared questions
memorised, and that the subject is all about being
able to apply these concepts to the content of the Video- Social influence: Crash
unit. Course Psychology #38.
Students: Students will use the scaffold to fill in YouTube
what they believe the definitions of each of the
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concepts are. This is part of a think-ink-pair-share New Philosopher Magazine
exercise. In the pairing, students will compare and issue 1 and 2
contrast understandings of the concepts, and then
in small groups, use the glossary of key terms to Arvanitakis, J Society and
discern what the actual definitions are. culture – Chapter 1
Forum Question: Pick any two concepts! Why do
you think these are fundamental to the study of Bird Box feedback slip
Society and Culture?
Teaching strategies: open-ended questioning, Multiculturalism explanation
think-ink-pair-share, discussion, collaborative video.
learning. Discussion forum as well as Bird Box
lesson-by-lesson feedback.
EALD: EALD supported through metalanguage,
and the concentration of the lesson is on key
concepts and terminology of the unit and their
meaning. The group work task further supports
these students through the provision of social
support and opportunity for students to frame
understandings
Meaningful Learning through technology:
Discussion forum highlights meaningful learning
through technology. As well as this, students will
be required to engage in research in order to
answer this question effectively.
Week 1/ Syllabus: P1, P3, P9, P10 Teacher: Teacher will display PowerPoint Bart Simpson gets an F –Video
Lesson 3 Topic: Concept Application conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in Scaffold for answering and
The nature of society and culture, the discussion forum. The teacher putting an analysing the text
the social and cultural world advance planner on the board will allow for
17
Students Learn to: students to understand what will be done in the PowerPoint
Apply fundamental concepts lessons.
Teacher: Play the video, students will watch and Prepared questions
then breakdown this video using the attached
scaffold for analysis of the concepts. New Philosophy magazine
Students: Students watch the video, and then use issue 1 and 2
the scaffold to breakdown how the video shows
the concepts, and how. Ted Talk- Drinkwater, 2016,
Forum Question: Now that you have applied Enough with the fear of fat
concepts, use yourself and apply the concepts to
you. Describe this in no more than 200 words. Bird Box feedback slip
Teaching strategies: Student-centred lesson,
student engagement, scaffolded exercises. Interactive white Board
Discussion forum as well as Bird Box lesson-by-
lesson feedback. Student BYO Devices
EALD: EALD supported as builds on background
knowledge, and this activity is also scaffolded Where are you originally from?
through the fact that there is a worksheet for it –YouTube Video
with questions and suggestions that guide
students through the process of applying the Akala- Society and Culture
concepts. video -YouTube
Meaningful learning through technology here as
students will have access to the video on BYO
Devices so that they can revisit the content, also
students will be able to use devices to engage in
the forum question.
Week 1/ Syllabus: P1, P3, P10 Teacher: Teacher will display PowerPoint Interactive White Board
Lesson 4 Topic: Concept application: The conveying expectations for the lesson, and then
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Amish raise interesting points from student answers in Kahoot Pop-Quiz
Students learn About: the discussion forum. The teacher putting an
Concepts, and the social and advance planner on the board will allow for PowerPoint for lesson
cultural world, the nature of students to understand what will be done in the
society and culture lessons. The Amish and concepts
Students Learn to: Teacher: Teacher introduces the cross-cultural framework worksheet
Apply methodology of case study comparison, which will be studied in depth later
to cultural cross-comparison in the semester. Jigsaw groups scaffold
Students: Students will use the framework worksheet
provided to apply concepts and start organising in
groups how they would go about studying the Bird Box Feedback Slip
Amish using the concepts of the unit. Students will
first get in small groups and convey Student BYO Devices
understandings, which will become a jigsaw
group, this will allow for experts to share Cross-cultural FAQ sheet
knowledge and understanding bolstering student
engagement and understanding of the unit. Prepared questions
End of Week Pop-Quiz: Pop-Quiz will be on the
concepts learned through the week, and have Video- Experiences of
questions developed according to Bloom’s minorities
taxonomy to encourage higher-order thinking.
Forum Question: To what extent has your
understanding of concepts aided in your analysis
and understandings of social and cultural
phenomena?
Teaching strategies: Jigsaw groups to get
students to develop deep understanding of the
application of concepts. Pop-Quiz as a formative
assessment means, discussion forum as a means
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of consolidating understandings. Bird Box lesson-
by-lesson feedback.
EALD: Jigsaw groups are a social support, the
componential nature of the lessons so far is also
building on background knowledge, this is to
support all students in the class, but also supports
EALD learners and facilitate meaningful
engagement with the learning.
Meaningful Learning through technology: Pop-
quiz, and discussion forum.
Week 2/ Syllabus: P1, P10 Teacher: Teacher will display PowerPoint Questions for Group Work
Lesson 5 Topic: Micro and Macro Worlds conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in PowerPoint for lesson
The key Concepts the discussion forum. The teacher putting an
Students Learn to: advance planner on the board will allow for Interactive White Board
Apply the fundamental concepts. students to understand what will be done in the
Distinguish between micro and lessons. The media (Social
macro worlds. Teacher: Teacher will use PowerPoint to explain environment) worksheet
the differences between Micro and Macro Worlds
Students: Students will go through the micro- The school (Social
macro world explanations with the teacher, and environment) worksheet
will then learn about their micro and macro
worlds using the framework. Students will then Micro/macro worlds
share their micro and macro worlds in small framework
groups, comparing them with their own.
Forum Question: How does the understanding of Micro/Macro/Meso Worlds
micro and macro worlds contribute to your YouTube video.
understanding of the concepts of the unit?
Teaching strategies: Direct explicit instruction, Student BYO Devices
20
collaborative learning, scaffolded exercises,
engagement through relevance as the task of
analysing micro and macro worlds is about them.
lesson feedback.
EALD: EALD supported through the I do/ We do,
and then You do approach to micro and macro
worlds. The social nature of the tasks supports
students, with Gifted and Talented students being
placed deliberately with struggling students in
these tasks.
Forum question as a learning tool for
consolidating understandings.
Week 2/ Syllabus: P1, P3, P10 Teacher: Teacher will display PowerPoint PowerPoint for lesson
Lesson 6 Topic: Applying Concepts to the conveying expectations for the lesson, and then
school raise interesting points from student answers in Interactive White Board
The key concepts advance planner on the board will allow for Bird Box feedback Slip
Micro and Macro worlds students to understand what will be done in the
Students Learn to: lessons. Analysis of the school- scaffold
Apply the concepts to a social Teacher: Teacher PowerPoint that shows the
situation application of the fundamental concepts to the Prepared open-ended
Distinguish between Micro and Family. (I show approach) Questions
Macro worlds. Students: Students will listen to the PowerPoint,
then will engage in a collaborative task in groups Student BYO devices
of 3-5 to analyse the concepts in regards to the
social institution of the school. Students will use
the scaffold provided. After the discussion task,
21
students will convey understanding their group
came to with the rest of the class as part of a
discussion. The teacher will utilise the use of
open-ended questioning during this activity to
assess student involvement. Students are
encouraged to use the internet to research if they
feel the need to in completing this task.
Forum Question: Summarise what you have
learned through applying the concepts to the
school as a social situation.
Teaching strategies: Direct observation, directed
questioning, discussion forum, explicit
instruction, high expectations, engaging content,
advance planner, collaborative learning, in-class
research. Discussion forum as well as Bird Box
EALD: EALD students supported through the
collaborative nature of the task, the integration of
key terminology, and through usage of a
discussion at the end of the lesson to consolidate
understandings. Open-ended questions from the
teacher will facilitate higher-order thinking within
students
PowerPoint, In-class research, discussion forum
Week Syllabus: P1,P3, P10 Teacher: Teacher will display PowerPoint PowerPoint for lesson
2/Lesson 7 Topic: Applying concepts to the conveying expectations for the lesson, and then
Social Environment: The Media raise interesting points from student answers in Interactive White Board
22
The Social and Cultural World advance planner on the board will allow for Student BYO Devices
The Nature of Society and Culture students to understand what will be done in the
The key concepts lessons. Bird Box Feedback Slip
Micro/Macro/Meso Worlds Teacher: Teacher will give students 10 articles
Students Learn to: from different media outlets that are 10 contemporary media
Apply the fundamental concepts contemporary and interesting to students. The articles
Distinguish between the Micro teacher will then use the PowerPoint to talk about
and Macro worlds. how the media is a social situation, and that Prepared Questions
students should analyse the articles provided by
utilising the concepts and frameworks studied. The media as a Social
Students: Students will work on the activity in Institution- YouTube video
groups for most of the class time, the teacher will
observe the engagement of students directly and
will probe student knowledge by using directed
questioning whilst students are in small groups.
The groups will convey understandings with the
rest of the class, having a debate about
perceptions that have been garnered through the
activity.
Forum Question: Compare/Contrast the school
with that of the media as a social situation
Teaching strategies: Direct observation, directed
questioning, discussion forum, explicit
instruction, high expectations, engaging content,
advance planner, collaborative learning, in-class
research. Discussion forum as well as Bird Box
EALD: EALD supported through the provision of
an engaging classroom, with social inclusion and
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collaborative activities. The consolidation activity,
as well as the use of the discussion forum.
Discussion forum as a learning method. In-class
research from students to further understandings
of the concepts.
Week 2/ Syllabus: P1, P6, P10 Teacher: Teacher will display PowerPoint PowerPoint for lesson
Lesson 8 Topic: Introduction to Research: conveying expectations for the lesson, and then
Primary and Secondary, and raise interesting points from student answers in Interactive White Board
Qualitative/Quantitative the discussion forum. The teacher putting an
Students learn About: advance planner on the board will allow for Student BYO Devices
Social and Cultural Research students to understand what will be done in the
Students Learn to: lessons. Bird Box Feedback Slip
Describe the stages in the process Teacher: Teacher uses PowerPoint to explicate
of Social and Cultural research the difference between Primary and Secondary Primary and Secondary
Distinguish between the research. Students will examine contemporary research worksheet
advantages and disadvantages of issues as part of this, using articles and identifying
qualitative and quantitative the research that is used in the articles. 15 Contemporary articles
research methodologies. Students: Students work in groups analysing
articles, as well as using this as an opportunity to Kahoot Pop-Quiz
understand the positives and benefits of a variety
of research techniques. Teacher notes on previous
End of Week Pop-Quiz discussion forum
Forum Question: Find an article, and identify the
research being used. What are the Interactive White Board
positives/negatives of such a research technique?
Teaching strategies: Student-centred learning, Analysis of articles scaffold
collaborative work, discussion forum to with questions
consolidate learning, directed questioning, direct
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observation, advance planner, in-class research.
lesson feedback.
EALD: Students supported through use of
background knowledge, social support, inclusive
learning environment, high expectations,
scaffolded activities, collaborative tasks, and the
Bird Box feedback system.
Discussion forum, class website, student option to
use internet research to aid in completion of tasks
and to further classroom learning.
Week 3/ Syllabus: P1, P4, P6, P10 Teacher: Teacher will display PowerPoint Personal experience and Public
Lesson 9 Topic: Personal Experience & conveying expectations for the lesson, and then Knowledge worksheet
Public Knowledge raise interesting points from student answers in
Students learn About: the discussion forum. The teacher putting an PowerPoint for lesson
Key Concepts advance planner on the board will allow for
Personal and Public Knowledge students to understand what will be done in the Interactive White Board
Students Learn to: lessons.
The nature of Society and Culture Teacher: Teacher will run through Social Cultural Student BYO Devices
The Social and Cultural World Literacy, with examination of the personal and
public knowledge. Students will understand how Bird Box Feedback Slip
the already learned concepts link in with personal
and public knowledge and how it is a coalescence Teacher notes o previous
of these that is essential to Society and Culture lesson discussion forum
studies. Teacher will use discussion to consolidate
understandings after the jigsaw groups. Interactive White Board
Students: Students will analyse the article
provided, then assemble into jigsaw groups that Student BYO Devices
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will then be used to understand the. concepts.
This will be followed by class discussion with Worksheet scaffold
prepared questions based on Bloom’s Taxonomy
to engage students in higher order thinking, Articles on contemporary
Forum Question: Appraise your understanding social issues.
of why personal and public knowledge is essential
to the study of societies and cultures. Prepared Questions
Teaching strategies: Jigsaw groups, discussion,
directed questioning, direct observation, in-class Article: Bad Girls: Bruce
research, engaging learning environment, McDougall
student-centred learning, advance planner, high
expectations, scaffolded activities. Discussion
forum as well as Bird Box lesson-by-lesson
feedback.
EALD: Background knowledge, inclusive learning
environment, social support, jigsaw groups,
scaffolded activities, directed questioning to
engage student in higher order thinking, high
expectations.
Week 3/ Syllabus: P1, P10 Teacher: Teacher will display PowerPoint PowerPoint for lesson
Lesson 10 Topic: The interdisciplinary conveying expectations for the lesson, and then
Nature of Society and Culture raise interesting points from student answers in Interactive White Board
The concepts advance planner on the board will allow for Student BYO Devices
The nature of Society and Culture students to understand what will be done in the
26
Students Learn to: lessons. Bird Box Feedback slips
Apply the fundamental Concepts Teacher: Teacher displays PowerPoint on
Investigate the interdisciplinary anthropology, psychology, sociology, cultural Teacher notes on previous
nature of Society and Culture criticism, and social ecology. The teacher will then lesson discussion forum
explain how students will use this to apply
disparate fields of study to the social Writing Task Questions
environments of the school and the media.
Discussion, and students doing a writing task on YouTube video: what is
the interdisciplinary approaches to these two sociology
areas will follow this.
Students: Students will engage in research task YouTube video: What is
on the interdisciplinary strategies, then applying anthropology?
this to the social environment of the school and
the media. Class discussion. Video: How monkeys mirror
Forum Question: How is sociology different from human irrationality
natural sciences?
Teaching strategies: collaborative learning, Article: How we read each
discussion, directed questioning, direct other’s minds
observation, in-class research, engaging learning
environment, student-centred learning, advance Article: Monkeys and the
planner, high expectations, scaffolded activities. ladder
lesson feedback. Interdisciplinary breakdown
EALD: Background knowledge, inclusive learning workbook (Including tabling of
environment, social support through group-work information on the disciplines)
and collaborative tasks, whole class discussion,
directed questioning, scaffolded activities, Bird Prepared questions for
Box feedback system, explicit literacy instruction, discussion
literacy task.
27
and to further classroom learning. In-class
research task for students to complete
Week 3/ Syllabus: P1, P6, P9, P10 Teacher: Teacher will display PowerPoint Interactive White Board
Lesson 11 Topic: Research Methodologies conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in PowerPoint for the lesson
Social and Cultural Research the discussion forum. The teacher putting an
Students Learn to: advance planner on the board will allow for Student BYO Devices
Describe the stages in the process students to understand what will be done in the
of Social and Cultural Research lessons. Bird Box feedback slips
Apply the fundamental Concepts Teacher: Teacher will display PowerPoint on
Social research methodologies, investigating the Notes on previous lesson
reliability, validity, and subjectivity of articles. discussion forum
Students: Students will work in groups to
investigate the validity, subjectivity, and Reliability/validity/subjectivity
reliability of research methodologies, utilising the framework
example of parenting in different cultures as a
basis for the task. Students will work in groups, Parenting in different cultures
and after convey understandings through writing articles: Yugoslavia, India,
a task. Arabic, Chinese.
Forum Question: What do your understandings
of the differing parenting methods discussed in Writing Task Scaffold
the research indicate about the nature of societies.
(Integrate conceptual frameworks into your
response)
Teaching strategies: Discussion, directed
questioning, direct observation, in-class research,
28
engaging learning environment, student-centred
learning, advance planner, high expectations,
scaffolded activities. Discussion forum as well as
Bird Box lesson-by-lesson feedback.
EALD: Students supported through use of
background knowledge, social support, inclusive
learning environment, high expectations,
scaffolded activities, collaborative tasks, and the
Bird Box feedback system.
Week 3/ Syllabus: P1, P6 ,P9, P10 Teacher: Teacher will display PowerPoint Interactive White Board
Lesson 12 Topic: Applying Social and conveying expectations for the lesson, and then
Cultural Research Methodologies raise interesting points from student answers in PowerPoint for the lesson
Concepts advance planner on the board will allow for Student BYO Devices
Social and Cultural Research students to understand what will be done in the
methodologies lessons. Bird Box feedback slips
Students Learn to: Teacher: Teacher will give students instruction
Distinguish between advantages on the lesson, and then give students 10 articles, Notes on previous lesson
and disadvantages of qualitative which students in groups will analyse for research discussion forum
and quantitative research methodologies. After this, students will
methodologies individually work on synthesising the results of Scaffold for Literature Review
the research analysis in groups, providing a
literature review of the methodologies of research Scaffold for analysis of research
used to investigate the social issue. Students will
then get back into groups and share Kahoot Pop-Quiz
29
understandings.
Students: Students will use group-work to 10 articles on contemporary
breakdown the research methods of 10 articles. social and cultural issues
After, students will write a synthesised response
where they will compose a literature review of the
methodologies employed in the investigation of
the social issue. Students will then get back into
groups, to convey their individual understandings.
End of Week Pop-Quiz: Research methodologies
Forum Question: Why do you think an
understanding of research methodologies and the
positives and negatives of their applications are
important for you to consider in society and
culture?
EALD: Social support, collaborative/group
learning, scaffolded activities, inclusive learning
environment, engaging lesson, background
knowledge, high expectations, literacy task
Week 4/ Syllabus: P1, P6, P10 Teacher: Teacher will display PowerPoint Interactive White Board
30
Lesson 13 Topic: Pre-lesson conveying expectations for the lesson, and then
The Assignment the discussion forum. The teacher putting an
Social and Cultural Research advance planner on the board will allow for Student BYO Devices
Students Learn to: students to understand what will be done in the
Describe the stages in the process lessons. Bird Box feedback slips
of Social and Cultural Research Teacher: Teacher will run through the
assessment, giving details as to the expectations, Notes on previous lesson
and get students to start thinking about how to discussion forum
approach the task. The teacher will provide
examples of social issues and where/how to start Assessment Notification
researching the issue.
Students: Students will have task explained to Marking Criteria
them, and will then think-ink-pair-share ideas for
their social issue that they are considering for the Examples of Social Issues
assessment. By the end of this exercise, students
will have a clear idea of their assignment. Where/How to start
Students and class will then discuss the researching social issue FAQ
assignment, including any questions, and ways to sheet
approach research for the task.
Forum Question: What social issue are you going
to be investigating for the assessment task? Why
did you pick this issue? What is the importance of
this issue to you?
questioning, direct observation, engaging learning
environment, student-centred learning, advance
planner, high expectations, and scaffolded
activities. Discussion forum as well as Bird Box
31
EALD: Social support, engaging learning, inclusive
learning environment, background knowledge,
Bird Box feedback system, and scaffolded
activities.
Week 4/ Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint Interactive White Board
Lesson 14 Topic: Research activity: The conveying expectations for the lesson, and then
Media raise interesting points from student answers in PowerPoint for the lesson
Concepts advance planner on the board will allow for Student BYO Devices
Social and Cultural research students to understand what will be done in the
The Social and Cultural World lessons. Bird Box feedback slips
Students Learn to: Teacher: Teacher PowerPoint of analysis of the
Describe the stages of social and media, as well as revisiting the concepts of the Notes on previous lesson
cultural research unit through students analysing 3 articles, discussion forum
Distinguish between the applying the concepts and understanding of
advantages and disadvantages of research methodologies Researching Media start Points
qualitative and quantitative Students: Students will engage in analysis of 3
research methodologies. articles, which will then be discussed as a class Prepared questions
Apply the concepts to a social using prepared questions.
situation Forum Question: How does social research Scaffold for media analysis
impact the researcher?
Teaching strategies: Discussion, directed 3 articles on the media
32
activities. Discussion forum as well as Bird Box
EALD: Social support, group work, scaffolded
activities, background knowledge, inclusive and
engaging learning environment.
Discussion forum, in-class research task, class
website, as well as the option to use the internet
to further understandings throughout the lesson.
Week 4 Syllabus: P6, P7, P8, P9, P10 Teacher: Teacher will display PowerPoint Interactive White Board
Lesson 15 Topic: Conducting Research conveying expectations for the lesson, and then
Concepts the discussion forum. The teacher putting an
Social and Cultural Research advance planner on the board will allow for Student BYO Devices
methodologies students to understand what will be done in the
Distinguish between the lessons. Bird Box feedback slips
advantages and disadvantages of Teacher: Teacher displays PowerPoint, and
a particular research. hands out scaffold to students. This lesson will Notes on previous lesson
The nature of society and culture involve students researching school, working in discussion forum
The social and cultural world groups, and finding 3 articles in each group and
Students Learn to: analysing them in relation to conceptual Research on schools starting
Describe the stages of social and frameworks, as well as the research point FAQ sheet
cultural research methodologies employed in the research.
Distinguish between the Students: Students will get into groups, and will Framework for school analysis
advantages and disadvantages of research the social environment of the school,
particular research analysing the research in the articles, as well as Prepared questions for class
methodologies the conceptual frameworks that students can discussion
identify. Students will engage in class discussion
33
as well. Research methodologies FAQ
Forum Question: Compare and contrast the sheet
findings of the research in relation to your
understandings of the positives and negatives of Article: What is it like being 80
certain research methodologies but still feeling 25 inside –
Teaching strategies: Discussion, directed Adele Horin (Observational
questioning, direct observation, in-class research, research)
learning, advance planner, high expectations, Article: Why the middle class
scaffolded activities. Discussion forum as well as go in to bat for their kids –
Bird Box lesson-by-lesson feedback. Adele Horin
EALD: Social support, group work, scaffolded
activities, background knowledge, inclusive and Article: Romantic Rebels out of
engaging learning environment. the living-in-in-bin – Amanda
Meaningful Learning through technology: Morgan
Discussion forum, in-class research task, class
website, as well as the option to use the internet
to further understandings throughout the lesson.
Week 4/ Syllabus: P6, P8, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for Lesson
Lesson 16 Topic: Content Analysis & conveying expectations for the lesson, and then
Statistical Analysis raise interesting points from student answers in Teacher notes on previous
Students learn About: the discussion forum. The teacher putting an lesson discussion forum
Social and Cultural research advance planner on the board will allow for
methodologies students to understand what will be done in the Bird Box feedback slips
Apply concepts, and describe the Teacher: Teacher will use PowerPoint to explain Interactive White Board
process of social and cultural content analysis, and statistical analysis to
research. students. Teacher will explain the scaffold, and Student BYO Devices
monitor students as they engage in the task,
34
providing websites that students can use to begin Sexism Bill Clinton YouTube
the research in groups. interview
Students: Students will be given articles
pertaining to gender as well as income. Students Gender articles
will analyse these articles in groups, to develop an
understanding of content analysis as well as Income Articles- Australian
statistical analysis. Students whilst in these Bureau of Statistics
groups will fill out the worksheet, and respond to
prepared questions, which will be displayed on Scaffold worksheet with
the board. questions and answers
End of Week Pop-Quiz
Forum Question: Evaluate your understanding Content analysis & statistical
of gender as a social construction, utilising analysis FAQ sheet
theories and understandings discussed during
class Prepared Questions
questioning, direct observation, in-class research, Kahoot Pop-Quiz
learning, advance planner, high expectations, Article: 60% of young to shun
scaffolded activities. Discussion forum as well as marriage – Alexandra Smith
EALD: Scaffolded, background knowledge, Article: It’s a mall world – Lee
inclusive learning environment, social support, Wilson
high expectations, collaborative learning, student-
centred learning, Bird Box feedback system.
Discussion Forum, Class website, Option to use
internet in classroom activities.

35
Week 5/ Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for Lesson
Lesson 17 Topic: Contemporary issue: conveying expectations for the lesson, and then
Transgender raise interesting points from student answers in Teacher notes on previous
Apply concepts, and describe the Teacher: teacher will go through PowerPoint Interactive White Board
process of social and cultural raising contemporary issues to do with
research. transgender in society, raising topical news Student BYO Devices
articles and recent media regarding this. Students:
Students will research the application of the Framework for analysis of
concepts in relation to these individuals, and the Transgender issues
way to which society is shaped by and is being
shaped by current movements. Students will in Mind Mapping Program
groups, analyse how gender is a social
construction, and how the micro/macro/meso Current articles pertaining to
worlds are entwined with gender. Students will transgender people.
then as a class mind map the understandings
made through the lesson.
Forum Question: Evaluate how gender is
reproduced through society.
Bird Box lesson-by-lesson feedback, mind
mapping.
36
EALD: Scaffolded, background knowledge,
inclusive learning environment, social support,
centred learning, and Bird Box feedback system.
internet in classroom activities, in-class research.
NB- Gender Fluidity will be part of this lesson, but
in the lecture you mentioned that this was not
allowed to be taught due to a departmental email.
Otherwise, this is planned to be a part of this
lesson and the next lesson, as it is important for
students to learn.
Transgender (continued) raise interesting points from student answers in Teacher notes on previous
Apply concepts, and describe the Teacher: Teacher will go through last lessons Interactive White Board
process of social and cultural understandings, and will explain to students that
research. during this lesson students’ will research into Student BYO Devices
transgender people, evaluating different societies
values on transgender individuals. Students as Mind map from last lesson
groups will be required to contrast 5 different
cultural understandings. Research starting points FAQ
Students: Students will engage in the above sheet
activities, and afterward, will convey
37
understandings in circle-learning environment Cross-cultural comparison
with the rest of the class. sheet
Forum Question: As a student in Social and
cultural studies, why do you think we engage in
cross-cultural comparison in relation to certain
groups?
learning, advance planner, circle learning, high
feedback, mind mapping.
Refugees raise interesting points from student answers in Teacher notes on previous
Fundamental course concepts lessons.
Persons and interactions with Teacher: Teacher will go through refugees as a Interactive White Board
societies contemporary issue in society, explaining to
38
Society as a construct that students that they are to research how the Student BYO Devices
develops over time concepts of the unit may be applied towards
Students Learn to: understandings of issues affecting these people. Scaffold for researching
Identify and apply social and Students: Students will research in groups of 3-4 refugees
cultural concepts refugees, and apply the concepts to understanding
Identify and describe of the Refugees. Students will then discuss the Concept analysis framework
relationships and interactions findings with the rest of the class, and whilst
between and within social and explaining their group findings, contribute to a Mind map program
cultural groups mind map in-class
Differentiate between social and Forum Question: How is it a combination of
cultural research methods media, government and institutions that
contributes to perceptions of refugees?
Bird Box lesson-by-lesson feedback, mind
mapping.
Refugees (Continued) raise interesting points from student answers in PowerPoint for Lesson
39
Social and Cultural research advance planner on the board will allow for Teacher notes on previous
methodologies students to understand what will be done in the lesson discussion forum
Fundamental course concepts lessons.
Persons and interactions with Teacher: teacher will continue on from last Bird Box feedback slips
societies lesson, and re-cap learning from previous lesson
Society as a construct that using the PowerPoint, as well as the mind map Interactive White Board
develops over time that students created.
Students Learn to: Teacher: Teacher will provide students with 10 Student BYO Devices
Identify and apply social and articles pertaining to Refugees, as well as 10
cultural concepts Questions. Scaffold for researching
Identify and describe Students: Students will analyse the articles and refugees
relationships and interactions answer the questions, utilising the scaffold, and
between and within social and identifying the research methodologies involved. Concept analysis framework
cultural groups Forum Question: What would you choose as a
Differentiate between social and research methodology to find out about public Mind map program
cultural research methods opinion on Refugees? Justify your answer.
Teaching strategies: Discussion, directed 10 articles
engaging learning environment, student-centred Questions
scaffolded activities. Discussion forum as well as Framework for analysis of
Bird Box lesson-by-lesson feedback, mind articles
mapping.
inclusive learning environment, explicit literacy
instruction, high expectations, and Bird Box
feedback system.
40
Week 6/ Syllabus: P1, P3, P6, P7, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for Lesson
lesson 21 Topic: Validity, Bias, and conveying expectations for the lesson, and then
usefulness of Sources raise interesting points from student answers in Teacher notes on previous
Usefulness, validity, bias, and advance planner on the board will allow for
reliability of sources. students to understand what will be done in the Bird Box feedback slips
Students learn to differentiate Teacher: teacher will go through the TOMAC Interactive White Board
between social and cultural source analysis framework with students. The
research methods, and assess teacher will use the I do/ We do/ You do strategy Student BYO Devices
sources for usefulness, validity, so that students understand how to adequately
bias, and reliability. breakdown sources.
Students: Students will watch as teacher goes Source for analysis by students
through source-analysis; students will then in in groups
groups, breakdown another source. Individually
students will breakdown 3 sources. 3 sources for students to
Forum Question: Why do you think it is individually analyse
important for researchers to assess the
usefulness, reliability, validity, and bias of sources Source analysis TOMAC
when conducting research? framework
Teaching strategies: Directed questioning, direct
observation, engaging learning environment,
advance planner, high expectations, and
Bird Box lesson-by-lesson feedback, I do/We
do/You do.
41
Week 6/ Syllabus: P1, P3, P6, P7, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for Lesson
Lesson 22 Topic: Validity, Bias, and conveying expectations for the lesson, and then
usefulness of Sources raise interesting points from student answers in Teacher notes on previous
Usefulness, validity, bias, and advance planner on the board will allow for
reliability of sources. students to understand what will be done in the Bird Box feedback slips
Students learn to differentiate Teacher: Teacher will re-cap student Interactive White Board
between social and cultural understanding of source analysis from last lesson.
research methods, and assess Students will explain to the teacher and rest of the Student BYO Devices
sources for usefulness, validity, class the process involved in source analysis.
bias, and reliability. Students: Students will locate sources concerning TOMAC Source analysis
the contemporary issue of gender roles in society; framework
students will do this individually, locating 3
sources. Students will then get into groups of 3-4 Research starting Points
and analyse these sources as a group, assessing
the usefulness and reliability suing the TOMAC Questions for discussion
framework. Students will discuss findings as a
whole-class
Forum Question: From your analysis of sources
today, to what extent is gender imbalance an issue
in contemporary society? Justify your answer.
Teaching strategies: Discussion, Directed
42
internet in classroom activities. In-class research
Lesson 23 Topic: Society and Its members conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in Teacher notes on previous
The way society influences the the discussion forum. The teacher putting an lesson discussion forum
interactions of its members advance planner on the board will allow for
How interactions between students to understand what will be done in the Bird Box feedback slips
members of society cause change lessons.
in the nature of society over time Teacher: Teacher will display PowerPoint Interactive White Board
Students Learn to: explaining how Society influences the interactions
Apply fundamental concepts, of members, referencing laws, customs, and Student BYO Devices
identify relationships between traditions. The teacher will then use this to
social and cultural groups, and explain how interactions may change the fabric of Scaffold for research of French
communicate ideas using society. The Teacher will direct students to Revolution
appropriate forms. research the French Revolution, and use the
scaffold to explain how this may be seen as an Prepared questions for
example of Individuals shaping society. discussion
Students: Students will research the French
43
revolution, and utilise scaffold to analyse how this Research starting Points FAQ
may be seen as individuals shaping society. sheet
Students will then convey these understandings in
small group discussion, where they will research
as groups another example in contemporary
society where individuals are shaping society over
time. This will then be discussed as sae hole class
with the teacher facilitating conversation.
Forum Question: How has this lesson changed
your understandings of the way society operates?
Justify tour answer.
internet in classroom activities. In-Class research
Lesson 24 Topic: Institutions in Society and conveying expectations for the lesson, and then
how they shape and are shaped raise interesting points from student answers in Teacher notes on previous
by Individuals the discussion forum. The teacher putting an lesson discussion forum
Students learn About: advance planner on the board will allow for
44
Institutions and how they shape students to understand what will be done in the Bird Box feedback slips
and are shaped by individuals lessons.
Students Learn to: Teacher: teacher will display PowerPoint Interactive White Board
Apply fundamental concepts, explaining how individuals shape and are shaped
identify relationships between by institutions. Then teacher will go through Student BYO Devices
social and cultural groups, and Hobbes’ Leviathan, and Vardoulakis Sovereignty
communicate ideas using and its Other, to explicate to students how society Scaffold for analysis of
appropriate forms. is formed, how it was, and how Biopolitical power Institutions
shapes individuals. Teacher will use cigarettes,
and John Howard on Multiculturalism as examples Teacher Prepared Questions
of this
Students: Students will engage in in-class Vardoulakis, Sovereignty and
research to determine how it can be seen in our its other- Chapter 1
society that institutions shape and are shaped by
individuals. After this, students as a whole-class Hobbes- Leviathon
will discuss understandings based off of teacher-
prepared questioning. Kahoot Pop-Quiz
Forum Question: Appraise how the school is
shaped by and shapes pupils.
Pop-Quiz: Kahoot Pop-Quiz on past weeks
understandings.
45
internet in classroom activities. In-class research.
Week Syllabus: P1, P3, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for Lesson
7/Lesson 25 Topic: How individual behaviour conveying expectations for the lesson, and then
is socially constructed and raise interesting points from student answers in Teacher notes on previous
influenced by social expectations the discussion forum. The teacher putting an lesson discussion forum
Behaviour and its influence from students to understand what will be done in the Bird Box feedback slips
social expectations lessons.
Students Learn to: Teacher: Teacher will go through the PowerPoint Interactive White Board
Apply fundamental concepts, and explain to students the concept of how
identify relationships between behaviour is influenced by social expectations. Student BYO Devices
social and cultural groups, and Students: Students will read summary of
communicate ideas using Psychology understandings of the Imaginary Scaffold for research activity
appropriate forms. audience, and in groups conduct research into
how in the school environment this Summary of psychological
understanding of behaviour may be present. The understandings of behaviour
teacher will get students to utilise the scaffold for
conveying understandings, and afterwards, Conversation starters for
students will convey their understandings with whole-class discussion
the rest of the class, as part of a whole-class
discussion
Forum Question: Pick one aspect of your life
where you understand that your behaviour is
socially constructed due to expectations. Explain
this in 200 words or less.
46
Teaching strategies: Discussion, direct
planner, high expectations, scaffolded activities.
lesson feedback.

Week Syllabus: P1, P3, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for Lesson
7/Lesson 26 Topic: The impact of conveying expectations for the lesson, and then
technologies on individuals, raise interesting points from student answers in Teacher notes on previous
groups, and civilisations the discussion forum. The teacher putting an lesson discussion forum
The impact of technologies on students to understand what will be done in the Bird Box feedback slips
individuals, groups and lessons.
civilisations. Teacher: Teacher will display PowerPoint of Interactive White Board
Students Learn to: cultures and the effects of technology and
Apply fundamental concepts, globalisation to changing cultures and society Student BYO Devices
identify relationships between around the world.
social and cultural groups, and Students: Students in Groups will analyse Appadurai Scapes of
communicate ideas using Appadurai Scapes of Movement, and then find Movement- Article
appropriate forms. examples of how technology and globalisation and
the spread of western influence has changed Research starting points
47
cultures and led to a change in society. In this task
students will be required to make note of the Prepared Questions
research methodologies employed in the articles
that they have examined. Students will discuss Scaffold for research activity
findings with the class in a circle learning
environment after, with the teacher probing using
prepared questions to engage students in higher-
order thinking
Forum Question: From studying the impacts of
technologies on individuals, groups, and
civilisations, how are minority cultures affected?
learning, student-direction, circle learning,
advance planner, high expectations, and
centred learning, Bird Box feedback system, circle
learning
Week Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint Student BYO Devices
7/Lesson 27 Topic: Cross-Cultural Studies conveying expectations for the lesson, and then
Introduction: The Amish raise interesting points from student answers in Interactive White Board
48
Social and Cultural Research advance planner on the board will allow for PowerPoint for lesson
The Social and Cultural World students to understand what will be done in the
The Nature of Society and Culture lessons. Bird Box Feedback Slips
Students Learn to: Teacher: PowerPoint introducing students to the
Apply the Methodologies of Case cross-cultural analysis of the unit, the Amish. Teacher Notes on previous
Study to ONE aspect of cross- Students will get into groups and research the lesson discussion forum
cultural study basic information about this group, including
Apply the Fundamental Concepts culture, family, relationships, religion, traditions, Scaffolded table worksheet for
and power issues. After this the teacher and analysis
whole-class will engage in a mind-mapping
activity to understand the Amish culture. Researching Amish culture
Students: Students will work in groups to Website List
research The Amish. They will then discuss as a
group, and then participate as a whole class in a Mind Map program
mind mapping activity.
Forum Question: Source an additional article Prepared Discussion Questions
pertaining to the Amish, and provide a brief
summary of what this article has contributed to
your understandings.
EALD: Scaffolded activities, collaborative learning,
background knowledge, inclusive learning
environment, social support, and high
49
expectations.
Meaningful Learning through technology: In-
class research, discussion forum, class website
Week Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint Student BYO Devices
7/Lesson 28 Topic: Cross-Cultural Studies conveying expectations for the lesson, and then
Introduction: The Amish raise interesting points from student answers in Interactive White Board
Social and Cultural Research advance planner on the board will allow for PowerPoint for lesson
Students Learn to: Teacher: teacher will display mind map from
Apply the Methodologies of Case previous lessons, and students will utilise this to Teacher Notes on previous
Study to ONE aspect of cross- in-groups begin to create a personal profile of lesson discussion forum
cultural study Amish culture.
Apply the Fundamental Concepts Students: Students will create a personal profile Scaffolded table worksheet for
of Amish culture, using the mind map and in-class analysis
research as a resource.
Students: Students will share their groups Researching Amish culture
personal profile with the rest of the class Website List
discussing different understandings, and
responding to teacher prepared questions Mind Map program
Pop-Quiz- On research methodologies and Amish
culture Prepared Discussion Questions
Forum Question: Pick either gender, roles and
status, identity, or power. What is the difference
between your chosen aspects in Amish culture
from your society?
EALD: Scaffolded activities, collaborative learning,
background knowledge, inclusive learning
50
environment, social support, and high
expectations.
Meaningful Learning through technology: In-
class research, discussion forum, class website
Week Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint for lesson
8/Lesson 29 Topic: The Amish: Analysis conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in Teacher notes on Previous
Social and Cultural Research the discussion forum. The teacher putting an Discussion Forum
The Social and Cultural World advance planner on the board will allow for
The Nature of Society and Culture students to understand what will be done in the Film- Witness (1985)
Apply the Methodologies of Case Teacher: Teacher and students will display the Student BYO Devices
Study to ONE aspect of cross- mind map from previous lesson, and then will
cultural study explain to students the nature of comparison of Interactive White Board
Apply the Fundamental Concepts cultures, mentioning ethnocentrism. Students by
the end of this lesson will create a comprehensive Bird Box Feedback slips
profile of Amish culture.
Students: Students will engage in groups to Mind Map Program
comparison between The Amish and their own
culture, doing research. Students will then engage Mind Map ideas
in a writing task to consolidate the
understandings through writing short responses Research ideas handout
to questions. There then will be a class discussion.
Students will begin watching the film for Researching scaffold
discussion in next lesson.
Forum Question: Why do we in the study of Writing Task Questions
society and culture engage in cross-cultural
comparison? What ahs the cross-cultural Personal reflection and
comparison of your culture/society with that of conceptualise worksheet
51
the Amish revealed to you?
EALD: Scaffolded activities, high expectations,
inclusive learning environment, background
knowledge, Bird Box feedback system, and social
support, engaging learning.
multiliteracies, forum discussion, in-class
research, class website.
Week Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint Film: Witness (1985)
8/Lesson 30 Topic: The Amish: Film Study conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in Scaffold for film analysis
The Social and Cultural World advance planner on the board will allow for PowerPoint for lesson
Students Learn to: lessons. Interactive White Board
Apply the Methodologies of Case Teacher: Students will watch film, and fill out the
Study to ONE aspect of cross- framework given to them, utilising their Bird Box Feedback Slips
cultural study understandings of the concepts to analyse the
Apply the Fundamental Concepts film. Teacher will monitor students during this Notes on the forum from last
task. lesson
Students: Students will watch film and utilise
scaffold to analyse the portrayal of Framework for film analysis
culture/society of the Amish through the film.
52
There will be a discussion at the end of the lesson Discussion Questions
related to this film as part of the cross-cultural
study
Forum Question: In what ways is Amish culture
different from your own?
activities, multiliteracies. Discussion forum as
well as Bird Box lesson-by-lesson feedback.
EALD: Incorporation of Multiliteracies, Bird Box
feedback system, scaffolded activities, high
expectations, directed questions, discussion, and
integration of background knowledge, and an
inclusive learning environment.
Multiliteracies, discussion forum, class website
Week Syllabus: P1, P3, P6, P9, P10 (CONTINUATION OF PREVIOUS LESSON) Film: Witness (1985)
8/Lesson 31 Topic: The Amish: Film Study Teacher: Teacher will display PowerPoint
Students learn About: conveying expectations for the lesson, and then Scaffold for film analysis
Social and Cultural Research raise interesting points from student answers in
The Social and Cultural World the discussion forum. The teacher putting an PowerPoint for lesson
The Nature of Society and Culture advance planner on the board will allow for
Students Learn to: students to understand what will be done in the Interactive White Board
Apply the Methodologies of Case lessons.
Study to ONE aspect of cross- Teacher: Students will watch film, and fill out the Bird Box Feedback Slips
cultural study framework given to them, utilising their
Apply the Fundamental Concepts understandings of the concepts to analyse the Notes on the forum from last
53
film. Teacher will monitor students during this lesson
task.
Students: Students will watch film and utilise Framework for film analysis
scaffold to analyse the portrayal of
culture/society of the Amish through the film. Discussion Questions
There will be a discussion at the end of the lesson
related to this film as part of the cross-cultural
study
Forum Question: Compare/Contrast the
portrayal of Amish culture through the film to
your understandings that you have developed?
activities, multiliteracies. Discussion forum as
well as Bird Box lesson-by-lesson feedback.
EALD: Incorporation of Multiliteracies, Bird Box
feedback system, scaffolded activities, high
expectations, directed questions, discussion, and
integration of background knowledge, and an
Multiliteracies, discussion forum, class website
Week Syllabus: P1, P3, P6, P9, P10 Teacher: Teacher will display PowerPoint PowerPoint
8/Lesson 32 Topic: The Amish: Analysis conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in Student BYO Devices
The Social and Cultural World advance planner on the board will allow for Interactive White Board
54
Students Learn to: lessons. Teacher notes of previous
Apply the Methodologies of Case Teacher: Teacher will display PowerPoint on the discussion forum
Study to ONE aspect of cross- Amish culture, and then questions which students
cultural study are expected to answer. Prepared Questions
Apply the Fundamental Concepts Students: Students will get into groups and
discuss possible answers to these questions. Then Kahoot Pop-Quiz
students will individually write responses to these
questions. After this, students will engage in circle Circle Learning discussion
learning, whereby students will debate their points
understandings of Amish culture.
End of Week Pop-Quiz: Pop-Quiz on cross- Circle learning/Yarn Circle FAQ
cultural comparison sheet
Forum Question: Create a micro, macro, meso
world for the protagonist of the film you studied. Scaffold for answering
Then compare/contrast this to your own Questions
micro/macro world. How is it different? What is
the significance of this?
environment, advance planner, high expectations,
and scaffolded activities. Discussion forum as well
as Bird Box lesson-by-lesson feedback.
EALD: Background knowledge, scaffolded
activities, directed questioning to engage students
in higher-order thinking, high expectations,
discussion, group-work, circle learning, inclusive
learning environment, Bird Box feedback.
55
Option for students to use internet for research,
Pop-quiz, discussion forum, class website
Week Syllabus: P1, P3, P4, P6, P9, Teacher: Teacher will display PowerPoint PowerPoint for the lesson
9/Lesson 33 P10 conveying expectations for the lesson, and then
Topic: The Amish: Analysis raise interesting points from student answers in Assignment Hand-In Sheet
Social and Cultural Research advance planner on the board will allow for Interactive White Board
Students Learn to: Teacher: Teacher will get students to hand in
Apply the Methodologies of Case assessment, and teacher will sign to state that the Researching Amish starting
Study to ONE aspect of cross- assignment has been received on the assignment points
cultural study sheet. Teacher will display PowerPoint, and
Apply the Fundamental Concepts explicate to students how they will be researching Applying research
the Amish, and applying research methodologies methodologies FAQ handout
ASSESSMENT DUE that they have learned to the Amish people.
Students: Students in groups or individually will Questions for research task
research Amish culture, applying conceptual
models of understanding, as well as analysing the Questions for class discussion
research means. Students will use this to then
answer questions on how the research they have Student BYO devices
found contributes to understandings, which will
be discussed as a whole-class after the activity. Notes on Previous Forum
Forum Question: Utilising your personal and Question
public knowledge of The Amish, explicate the
Amish culture in relation to your own. Remember
to use social and cultural literacy.
Teaching strategies:
Discussion, directed questioning, direct
56
planner, high expectations, scaffolded activities.
lesson feedback.
EALD: Student direction on how to go abut the
task, high standards, group-work for social
support, scaffolded activities, integration of key
terminology, background knowledge, engaging
learning environment, Bird Box feedback,
Discussion Forum, class-website, in-class
research.
9/Lesson 34 Topic: The Amish: Revision conveying expectations for the lesson, and then
Students learn About: raise interesting points from student answers in Interactive White Board
The Social and Cultural World advance planner on the board will allow for Student BYO Devices
Students Learn to: lessons. Bird Box Feedback Slip
Apply the Methodologies of Case Teacher: teacher will display PowerPoint
Study to ONE aspect of cross- revising the cross-cultural study of the unit. Mind Mapping Program
cultural study Students and teacher will engage in a conceptual
Apply the Fundamental Concepts mind mapping exercise, with students building Prepared Questions
upon the earlier created mind map in the unit,
building in conceptual understandings. Teacher Cross-cultural Comparison
will probe student knowledge using directed Booklet
questioning to encourage higher-order thinking
57
during this exercise. Starting points for Internet
Students: Students will fill in a cross-cultural research.
comparison booklet in groups or individually, and
then will write short responses on cross-cultural Teacher Notes on Previous
comparison. Forum
Forum Question: If you were to find out the role
of gender in Amish culture, what research
methodology/methodologies would you employ?
Justify your response.
questioning, direct observation, advance planner,
high expectations, and scaffolded activities.
lesson feedback. Consolidation of learning
through mind map exercise.
EALD: EALD students are supported through
advance planner, incorporation of background
knowledge, questioning to promote higher order
thinking, scaffolded activities, mind mapping and
discussion as means of conveying and
consolidating understandings. Group Work as a
social support, inclusive learning environment,
and Bird Box feedback to support students.
Students have the option to research in the
conduction of all activities, as well as the fact that
the discussion forum allows for students to
consolidate understandings and partake in
discourse with other students. The class website
58
allows for students to revisit previous lessons and
additional resources to benefit further learning.
Week Syllabus: P1, P7, P10 Teacher: Teacher will display PowerPoint PowerPoint for lesson
9/lesson 35 Topic: Post-Assessment Lesson conveying expectations for the lesson, and then
Students learn about the the discussion forum. The teacher putting an
positives and benefits of different advance planner on the board will allow for Student BYO Devices
research methodologies, as well students to understand what will be done in the
as how to use assessment to lessons. Bird Box Feedback Slip
further understandings and Teacher: Teacher will hand back assessment.
target areas for improvement. Teacher will go through the most commonly held Student marked Assessments
Students Learn to: mistakes made in the assessment task. Students
Students learn to apply will go through the PowerPoint with the teacher. Assessment Marking Criteria
appropriate language and The teacher will use the marking criteria as a tool
concepts relevant to the study of for students to go through the assessment. APA Referencing Scaffold
society and culture, and Students: Students will go through the
communicate information and assessment task using the marking criteria, and SEXI paragraph writing
ideas and issues using will aim to improve on areas of the assignment. scaffold
appropriate written forms. Students will be split into groups based on their
social issue, and will discuss the approaches each Prepared Questions for class-
took in the research of the assignment. Students discussion.
will use the APA referencing scaffold as well as
the scaffold for SEXI paragraph writing to Teacher Notes on Previous
improve the quality of their written response Forum
individually. Students will engage in discussion as
a whole-class at the end of the lesson in response
to questions, in order to investigate the
assignment as a learning tool.
Forum Question: How has going through this
59
assessment improved your understanding of the
concepts of the unit?
questioning, direct observation, explicit quality
criteria, engaging learning environment, student-
centred learning, advance planner, high
feedback.
EALD: EALD students are supported through
scaffolded activities, and classroom discussion
and groups as a form of social support. These
students are also supported through having to use
their own assignment to improve upon, thus
creating an engaging task for students.
Furthermore, the explicit literacy teaching in
regards to layout of written responses and
referencing supports these students learning.
High expectations and explicit quality criteria also
support these students. Bird Box feedback system
to support students, and inclusive learning
environment.
Meaningful Learning through technology: The
discussion forum, as well as using a mark-up
program allows for students to meaningfully learn
through analysis of how to improve their own
assessment.
9/Lesson 36 Topic: Unit Summary conveying expectations for the lesson, and then
60
The unit as a whole, the concepts., the discussion forum. The teacher putting an
research methodologies, as well advance planner on the board will allow for Student BYO Devices
as the nature of society and students to understand what will be done in the
culture. lessons. Bird Box Feedback Slip
Students Learn to: Teacher: Teacher will get students to engage in a
Students learn to distinguish quiz and questioning based off of the whole unit. Prepared Questions
between micro and macro Students: Students will engage in a workbook
worlds, distinguish between revision of the unit as a whole individually. Revision Workbook
different means of research, and Students will then as a whole-class mind map the
consolidate understandings. concepts of the unit and how they are/have been Mind-Map start points
related to the content that has been studied. The
teacher during this activity will use open-ended Review of teaching and
questioning to challenge student knowledge and learning form
understandings. Students will complete a review
of teaching and learning feedback form. Kahoot Pop-Quiz
End of Week Pop-Quiz: Summary of unit Pop-
Quiz Teacher Notes on Previous
Forum Question: What is your understanding of Forum
Society and Culture as a subject? What ahs the
learning of this unit contributed to your
understanding of the world? How will you utilise
these skills in further study?
engaging learning environment, advance planner,
high expectations, and scaffolded activities,
student feedback. Discussion forum as well as
61
EALD: EALD students are supported through the
fact that this lesson involves consolidation of
knowledge as well as utilising metalanguage, and
use of key terminology throughout the lesson. The
use of questions getting increasingly more
difficult encourages these students to engage in
higher-order thinking. The collaborative nature of
the task involves social support for these students
as well. The advance planner also supports these
learners through giving students an ide of the
progression of the lesson. This lesson also
incorporates background knowledge into the
learning environment. Inclusive learning
environment, Bird Box Feedback system.
Students are encouraged to make use of the class
website to revisit information through the
activities. The discussion forum, and Kahoot Quiz
also serve as a means of integrating meaningful
learning through technology.
Assessment Details Outcomes
Students will choose a contemporary social issue. P1 Identifies and applies social and cultural concepts
Students will complete a research methods P6 Differentiates between social and cultural research methods.
template, and then source 5 articles pertaining to P7 Selects, organises and considers information from a variety of sources for
the chosen contemporary issue. Students will usefulness, validity and bias
then annotate these sources, citing the key P8 Plans and conducts ethical social and cultural research
concepts, and will provided a reference and P9 Uses appropriate course language and concepts suitable for different
paragraph long citation discussing usefulness and audiences and contexts
reliability. P 10 Communicates information, ideas and issues using appropriate written,
62
Students will then write a discussion 500-750 oral and graphic forms.
words in length that addresses why students
chose a particular research method, how it will be
used, why its effective, and ethical concerns of
conducting research.

Evaluation of the Learning and Teaching Indicators of Learning
The end of week Pop-Quizzes serve as a -Direct observation in lessons, as well as informative assessment during class
formative means of assessment of the extend through the discussions.
students are understanding and engaging with -The student forum allows for the teacher to discern whether students are engaging
course material. Further formative assessment is meaningfully with the learning material, allowing for differentiation if students are
employed through the unit through direct not achieving outcomes.
observation, as well as directed open-ended -The twitter Bird Box system allows for a lesson-by-lesson feedback on student
questioning. learning, where students can anonymously or not let the teacher know what they do
Student learning is evaluated through the forum not understand, what they do not like, what they are struggling with, or any other
discussions, with students being able to concerns of students.
consolidate understandings as part of a -The pop-quizzes serve as a weekly tool to evaluate what concepts and ideas
collaborative process. This will allow for the students are achieving, and those that need revisiting.
teacher to discern whether students understand -The take-home assessment task will serve as a means of discerning whether
the concepts. The teacher will also assess students effectively understand and engage with the materials and concepts of
learning through students being able to provide Society and Culture.
feedback at the end of the unit, and during the
semester the teacher will monitor for off-task
behaviours, which are an indicator that the
learning is not engaging students.
The learning is evaluated formally through the
assessment task that students are required to
undertake.
Teaching is evaluated through use of feedback
63
slips from students at the summation of the
semester, and the teaching is also evaluated
through reflection on the unit.
64
Pre-Assessment Lesson
Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:26-29

Social and Cultural World Stage 6
Date: Lesson 13 Week 4 Location Booked: AB12 Lesson Number: 13 /36
Time: 60 minutes Total Number of students 28 Printing/preparation

As per resources
Outcomes Assessment Students learn about Students learn to

Formative assessment Concepts, the assessment, Students learn to plan for the
through direct social and cultural research assignment, through selecting a
Syllabus outcomes observation and methods, usefulness and contemporary issue, and how
P1, P6, P10 monitoring of reliability of sources, to locate, and use research.
students. Discussion communicating information
forum and Bird Box and ideas using appropriate
feedback system to written forms.
ensure students
understand learning
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Ethical understandings Apply ethical social and cultural research to

Literacy skills investigate and analyse information from a
Collaborative and social skills variety of sources.
Social and cultural research methods
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality 1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic 1.6 Substantive
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something knowledge communication
that requires active construction and requires students to engage in higher-order
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
Quality Learning Environment 2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations 2.6 Student direction
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity
Significance knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.6 Narrative
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.3 Knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all integration
cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.
65
Teaching Indicators of presence in the lesson
element
1.2 Evident in lesson through consolidation activity to ensure students understand the
assessment.
2.1 Marking Criteria as a basis for expectations of the assessment
2.3 Advance planner at beginning of the lesson
2.4 Think-Ink-Pair share activity, and Discussion.
3.1 Integrates understandings learned through the unit

3.4 Inclusivity through discussion, and through think-ink-pair-share
66
Time Teaching and learning actions Organisation Centred
T/S
0 Teacher will display PowerPoint slide with expectations, and Teacher: Teacher will mark roll, and T
instruct students to take a copy of the assessment on their display PowerPoint slide with
way in to the classroom, and will mark roll. expectations of the lesson
Student: Students will take an

assignment sheet on the way into the
room.
Resources: Roll, Assignments

5 Teacher will go through discussion forum from previous Teacher: Raise interesting points from T/S
lesson, raising insightful points that were mentioned, and previous lesson discussion forum, and
probe students further with open-ended questioning. use open-ended questioning to
encourage higher-order thinking in
students
Students: Students engage with

teacher in discussion
Resources: Discussion Forum Notes,

Class Website
Teacher will instruct students about the assessment, using Teacher: Teacher will go through T
the PowerPoint, clearly outlining each of the stages involved PowerPoint, and explain the
10 in the undertaking of the assessment task. Teacher will assignment
instruct students to keep any questions for after the
explanation is finished. Teacher will also provide slide with Student: Students will listen to teacher
links to how to go about researching for sources for the instruction
assessment task.
Resources: PowerPoint, Assessment
Notification, Teacher notes on
execution of assessment task
25 Students have the opportunity to ask questions of the Teacher: Will answer any questions T/S
Teacher about assessment. Teacher will answer any students may have about assessment
questions that he/she can, and will let students know any
that are not known will be answered in following lesson Student: Will ask any questions that
they may have
Resources: Teacher assessment notes,
assessment notification
30 Teacher will give examples of Contemporary issues that Teacher: Teacher use PowerPoint and T
students may be interested in, and will advise students about instruct class
choosing an issue that is ethical, and appropriate.
Student: Student listen
Resources: PowerPoint
35 Students will begin process of think-ink-pair-share Teacher: Teacher will monitor student S
engagement whilst students engage in
Students will think and ink possible ideas for contemporary think-ink activity
issues for study as part of assessment.
Student: Students will think and ink
Students may use devices for internet research of ideas for contemporary issues for study
contemporary issues during this section of the lesson.
Resources: Student devices to research
40 Students will pair ideas, and will with the person next to Teacher: Teacher will display S
them convey ideas about possible contemporary issues they PowerPoint Slide, and will monitor
will study. Students will use the Questions on the PowerPoint student engagement and ideas
as a guiding point to conversation.
Student: Students will pair ideas and
discuss based upon the questions
possible contemporary issues.
Resources: PowerPoint Questions
45 Students will share in groups, by turning to table behind Teacher: Teacher monitor group-work
them, further discussing the possible ideas for contemporary and engage with students to ensure
issues. engagement and that students have
picked an appropriate contemporary
Whilst this is occurring, the teacher will go around to each issue
group and ask what each student is thinking of doing,
providing suggestions to broaden the contemporary issues, Student: Students in small groups will
and suggestions on picking a more appropriate issue. The share understandings.
teacher will push Gifted and talented students toward more
difficult contemporary issues. Resources:
50 Discussion for 5 minutes, where teacher will use directed Teacher: T/S
questioning to ensure that students know what the Teacher and student engage in class
assessment requires, and will probe students on their choices discussion.
of contemporary issues. Student:
Student engages meaningfully in class
Questions for discussion discussion
1) Please can someone overview what is required of you in Resources:
the assessment. 2) Why did you choose your contemporary Questions for discussion
issue? Why is it relevant? How? 3) Justify your choice of
contemporary issue.
55 Teacher will tell students that they should confirm the Teacher: T/S
contemporary issue they will be doing next lesson, and will Teacher explain the forum question,
get students to fill out the Bird Box Feedback system. and hand out Bird Box feedback slips
Students will then view the Forum Question that will need to Student:
be responded to be next week. Student fills in feedback slips
Resources: Bird Box Feedback slips,
PowerPoint to display forum question
60 End of class Teacher:
Teacher instruct students to pack up
Student:
Students pack up and leave
Resources: Nil
68
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
The planning of this lesson was challenging and rewarding. Originally, I wanted to
cover source analysis and an exemplar of the assessment in this lesson.
Unfortunately, this led to the lesson being nearly 80% teacher instruction, so the
usefulness and reliability was moved into other aspects of the units learning. I also
did not think a worked example was appropriate, originally it was 15 minutes of the
lesson time, and did not I believe contribute anything to the actual understanding
within students as the task is explained anyway through the lesson. Time
management and ensuring there was an appropriate amount of student-centred
tasks was challenging, but through the think-ink-pair-share activity, students will be
able to use each other as a resource to think about the contemporary issue that they
will be using in the assessment.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

P1 Informal observation of students during think-ink-pair-
share task.
P6 Directed questioning of students whilst in discussion
section of the lesson
P10 Direct observation and questioning of students during
lesson and during the discussion.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Evidence within this lesson

Standards
1.2 Learning in class uses a range of methods based in research
1.5 The Group then share activity helps create a classroom knowledge base to
benefit all students
2.1 Collaborative tasks- Set out as a teaching strategy in History Syllabus
2.2 This lesson is a part of a sequence of learning, building on from past lessons
2.3 Lesson has been designed according to syllabus outcomes, and upcoming
assessment
2.6 ICT use for research enhances student opportunities to attain outcomes
3.1 Clearly set learning goals at beginning of the lesson
3.2 Teaching strategies appropriate to student level, designed around
outcomes
3.3 Collaborative teaching, Teacher explanation, Discussion
3.4 Students use a range of resources to complete the research
69
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?
There are minimal WHS risks in this lesson, although the teacher should ensure that no
furniture or class equipment is organised in a hazardous manner, or in a way that may cause
injury. The teacher should also monitor students as they enter the room to ensure that it is
calm to negate and possible risks. The teacher may do this through having students enter
the room in single file. The group activity could also be hazardous with students moving
across the room. The teacher can minimise this risk through having students only turn to the
table behind, or through having students only move in small groups at a time. Student
devices may also pose a risk, as charging cables may be across walkways. If this is the case,
position such students closer to power points so that cables are not over walkways. If this is
unavoidable, the teachers should clearly signpost the cable, and warn students as they walk
past.
References (In APA)

APST. (2014). Australian Professional Standards for Teachers: Professional
Knowledge. Retrieved from: http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list?c=graduate
Board of Studies NSW. (2013). Society and Culture Stage 6 Syllabus. Retrieved from:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-
culture-st6-syl-from2015.pdf
Foley, F. (2008). Quality teaching Framework in your program-What it looks like?.
Department of Education and Training. Retrieved from:
https://www.det.nsw.edu.au/proflearn/docs/pdf/qtinprog.pdf
NB- Fiona Foley (2008) was used in the development of activities for the quality-
teaching framework.
Resources Attached:
All resources are created by Benedict Stone, and are attached on the following
pages.
70
Resources for Pre-Lesson

72

73

74
Post-Assessment Lesson
Lesson Plan
Topic area: Stage of Learner: Syllabus Pages: 26-29

The Social and Cultural World Stage 6
Date: Lesson 35, Week 9 Location Booked: AB12 Lesson Number: 35 /36
Time: 60 minutes Total Number of students 28 Printing/preparation

As per resources
Outcomes Assessment Students learn about Students learn to

Lesson assessment Students learn about Students learn to assess
usefulness, validity, and bias usefulness, validity, bias, and
Syllabus outcomes of sourced. reliability of sources
Students learn about Students learn to communicate
P1, P7, P10 appropriate communication information using appropriate
of ideas. Students learn about written forms. Students learn
appropriate use of course to improve upon work using
language and concepts. reflexivity.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Ethical understandings Apply ethical social and cultural research to

Literacy skills investigate and analyse information from a
Collaborative and social skills variety of sources
Social and Cultural research methods
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality 1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important, 1.3 Problematic 1.6 Substantive
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something knowledge communication
that requires active construction and requires students to engage in higher-order
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
Quality Learning Environment 2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work 2.3 High Expectations 2.6 Student direction
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity
Significance knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.6 Narrative
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.3 Knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all integration
cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.
75
Teaching Indicators of presence in the lesson
element
1.2 Evident through students being required to employ reflexivity to their own work and
improve upon it.
2.1 Students are working from the marking criteria
2.2 Students engaged as group-work is utilised, and students are improving on their own work
2.3 and understandings.
2.4 Social support is evident through the group-work task
3.1 Uses previous knowledge learned through the unit, and is related to previous work
3.4 Inclusive due to discussion that involves all students, as well as through group-work with
mixed abilities.
76
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher will mark roll and display PowerPoint slide with Teacher: Teacher display PowerPoint T
expectations of learning for the lesson. with expectations and advance planner
of lesson
Student: Students will enter classroom
Resources: PowerPoint
10 Teaher will go through discussion forum from previous Teacher: Raise interesting points from T/S
lesson, raising insightful points that were mentioned, and previous lesson discussion forum, and
probe students further with open-ended questions use open-ended questioning to
encourage higher-order thinking in
students
Students: Students engage with

teacher in discussion
Resources: Discussion Forum Notes,

Class Website
15 Teacher will hand back assessments to students Teacher: T
Hand back assessments to students
Student:
Teacher will instruct students that this is a silent activity and Students will view their assignments,
there should be no talking amongst friends. mark and comments
Resources: NIL
20 Teacher will go through PowerPoint of the lesson, giving Teacher go through the PowerPoint T
feedback on common mistakes students made whilst Student: Listen
completing the assessment, being application of concepts, Resources: PowerPoint, Marking
writing coherent citations, and referencing articles correctly, Criteria.
as well as effectively analysing the usefulness and reliability
of sources. Teacher will use the marking criteria as a
reference point for going through the assessment.
30 Teacher will explain to students that this lesson will involve Teacher: T
improving upon students’ own assignments, finding ways to Teacher use PowerPoint to instruct
move up a band. students
Student:
Students listen
Resources: PowerPoint, marking
criteria
30 Students will be split into groups based loosely off of the Teacher: Instruct Students to get into S
contemporary issue that they have chosen. Students with groups
different contemporary issues to others will be put together
Student: Move into groups
Resources: Nil
35 Students will as groups use the APA referencing scaffold to Teacher: S
improve upon the references in their assignments, ensuring Monitor students through direct
that the bibliography for the resources that they sued is observation
correct Student:
Work in groups to fix referencing issues
Resources: APA scaffold, PowerPoint
40 Students will then use the Usefulness and Reliability scaffold Teacher: S
to analyse one of their articles they received feedback for Direct observation of student
inadequately analysing. Students will table the information engagement
using this scaffold. Student:
Students use scaffold to correctly
analyse the resources of their
assessment
Resources: PowerPoint, usefulness
reliability validity scaffold
45 Students will then use the SEXI scaffold to rewrite their Teacher:
77
citation that they received negative feedback on, ensuring Direct Observation of students whilst
that it is now well-written. Students will use the usefulness they complete activity
scaffold to aid them in correctly identifying key information Student:
and in making valued judgements in these citation Use SEXI framework to now write a
paragraphs. citation using the information in the
usefulness scaffold
Resources: Usefulness reliability
validity scaffold, SEXI scaffold,
PowerPoint
50 Teacher will bring students from group work guiding Teacher: T/S
students into a class discussion about what has been learned Teacher and students engage in class
through completion of the tasks, and what the undertaking discussion using the questions as a
of the assignment has caused them to learn. basis for conversation. Teacher will
Prepared Questions: 1) What have the activities today taught follow up student responses with
you about using assignment for learning? 2) Through the open-ended questions to evaluate
undertaking of this assignment, what have you learned? depth of knowledge.
What skills did you use? 3) Through this assignment, what did Student:
you discover about your contemporary issue? 4) If you were Students will engage as a whole-class in
to do the assignment again, would you have chosen the same discussion.
research methodology? What would you have done Resources:
differently? Prepared Questions
60 Teacher will hand out Bird Box Feedback Slips, and display Teacher: T
PowerPoint slide showing the Forum Question for Next Display the PowerPoint slide with
week. forum question, hand out feedback
slips, and instruct students to start
Students will pack-up and Leave packing up.
Student:
Students will fill out feedback slips, and
pack up and leave
Resources: PowerPoint, Feedback slips
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
The creation of this lesson was challenging as it involved creating a lesson that used
assessment for learning in a meaningful way. This lesson has a lot of content
involved, and would only work through having a positive behavioural environment,
as student distractions would mean that the content of the lesson would not be
adequately fulfilled. It is the hope that through engaging lessons, and positive
student-teacher relationships however, that this will not be a problem. Originally
when this lesson was planned, timings were unrealistic, as it involved students
presenting their work to the class and using peers as a tool to improve upon each
other’s work. This took up a lot of lesson time, and would probably be embarrassing
for students who had not succeeded as well in the task, so was omitted from the
final lesson plan. It was hard to choose what students would have struggled with the
most in the assessment task. I decided that concepts and application of concepts
was adequate through the unit, and decided that students would probably struggle
most with referencing their sources, as well as being able to succinctly evaluate the
sources for usefulness and reliability. These two areas were then chosen for the
focus for improvement within the lesson. It was also difficult through this lesson to
ensure that instruction was not overbearing, as to ensure student engagement.
How am I measuring the outcomes of this lesson?
78
Learning Outcome Method of measurement and recording
P1 Formative assessment through direct observation and
directed questioning
P7 Formative assessment through observation of student
engagement with tasks on source analysis, and through
students accurately completing the work
P10 Formative assessment through directed questioning during
the discussion, and whether students can sue the scaffold
to correctly frame understandings in written contexts.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Evidence within this lesson

Standards
1.5 The Group then share activity helps create a classroom knowledge base to
benefit all students
2.1 Collaborative tasks- Set out as a teaching strategy in History Syllabus
2.2 This lesson is a part of a sequence of learning, building on from past lessons
2.3 Lesson has been designed according to syllabus outcomes, and upcoming
assessment
2.6 ICT use for research enhances student opportunities to attain outcomes
3.1 Clearly set learning goals at beginning of the lesson
3.2 Teaching strategies appropriate to student level, designed around
outcomes
3.3 Collaborative teaching, Teacher explanation, Discussion
3.4 Students use a range of resources to complete the research
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?
There are minimal WHS risks in this lesson, although the teacher should ensure that no
furniture or class equipment is organised in a hazardous manner, or in a way that may cause
injury. The teacher should also monitor students as they enter the room to ensure that it is
calm to negate and possible risks. The teacher may do this through having students enter
the room in single file. The group activity could also be hazardous with students moving
across the room. The teacher can minimise this risk through having students only turn to the
table behind, or through having students only move in small groups at a time. Student
devices may also pose a risk, as charging cables may be across walkways. If this is the case,
position such students closer to power points so that cables are not over walkways. If this is
unavoidable, the teachers should clearly signpost the cable, and warn students as they walk
past.
79
References (In APA)
standards-for-teachers/standards/list?c=graduate
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-
culture-st6-syl-from2015.pdf
Foley, F. (2008). Quality teaching Framework in your program-What it looks like?.
https://www.det.nsw.edu.au/proflearn/docs/pdf/qtinprog.pdf
TES Australia. (2017). Source-Analysis scaffold, retrieved from:
https://www.tes.com/teaching-resource/stage-6-history-source-analysis-
scaffold-11510042
NB- Fiona Foley (2008) was used in the development of activities for the quality-
teaching framework.
TES Australia is the owner of the Source analysis resource attached below.
Resources Attached:
All resources are created by Benedict Stone, and are attached on the following
pages.

80
Post-Lesson Resources

81

82

83

84
SEXI Paragraphing scaffold

Thesis Statement
Example
Explanation
Importance?

APA Referencing Scaffold

Go to www.citethisforme.com

You will use this to see how your references may need improving.

MAKE SURE you set this to APA Style

1. Follow the instructions, and see how your references may differ from that of
the website. All full stops, commas, and italicisations must be in the correct place

85
Source Analysis Scaffold (From TES Australia)
Details of the source (what it is and where it came from):

+ provide a copy of the source.
Main Ideas/information in the
Source:

***care*** status as a primary source or secondary source has nothing to do with reliability or usefulness;
this is just when a source was created. Both primary and secondary sources can be useful and reliable or
unreliable and of little use depending on the factors mentioned above and what a historian is investigating.
Perspectives include factors such as: Which side is the
Time of creation author on?
Gender of creator For?/against?
Power/authority/position of creator
Neutral?
Bias

Perspectiv Proximity to events (time and place)
Nationality of creator Time? Primary/
e
Social class of creator Secondary?
Training/background of author
Underlying ideology Role of
Word choices Author/creator?
Tone What do they see?
What don’t they see?
Tests for reliability include: Type of source?
Type of source (e.g. photo, witness account, Diary, speech,
stone inscription etc.) poster, photo?
Author

Date
Reliability Purpose Purpose? Why was it
Audience created?
Factual content
Bias Is it accurate?
Underlying ideology
Word choices
Tone

Evidence in support of the source
Degree of specific detail
Completeness
Consideration of nationality (be careful! Is it limited? Is there
Don’t judge e.g. a German WWII source is a reason not to trust
not necessarily bad or wrong) it? Emotive, biased?
Verifiability
Source acknowledgement
What information does it give/reveal?
What does it NOT reveal?
Reliability + Perspectives = What does it tell us
information to use to judge about the topic
Usefulness under investigation?

What does it not tell
us?
Usefulness

86

Academic Justification
This unit has been designed for use in a comprehensive high school, with
differentiation being provided for students that have English as an additional language
or dialect (EALD) as well as to provide meaningful learning through technology.
Coupled with pedagogies to achieve this, the learning/teaching is orientated around
the provision of an inclusive and engaging learning environment that is conducive to
academic achievement.
The unit outline has been designed in a componential manner, with elements being
built upon one another as the unit progresses, utilising student background
knowledge. This approach is also evident in the lessons, with activities split into
stages. This is a teaching strategy concomitant with students being able to understand
and engage with learning, without becoming overwhelmed (Marsh, Clarke, &
Pittaway, 2014). This is coupled with the consideration of the developmental contexts
of students, necessitated through the Australian Professional Standards for Teachers
(APST), and achieved through utilisation of Piaget (2013). Interrelated with this,
Bloom’s Taxonomy is employed through using the framework of Ursani, Memon, &
Chowdhry (2014) whereby questioning gets increasingly higher-order as the unit
progresses. This approach of progressing to higher-order questions ensures that
students have the capabilities to complete tasks, and is of benefit to skill development
(Granello, 2001). In selection of the activities in the classroom, Foley (2008) has been
employed, ensuring that tasks are best practice and are aligned with being of benefit
to student learning.
In order to differentiate to EALD students, explicit literacy teaching, incorporation
of key terminology, metalanguage, and opportunities for students to convey
87
understandings, are embedded in all of the lessons of the unit. To ensure that EALD
students can engage in the learning, Vygotsky’s zone of proximal development has
been used to ensure that students are able to achieve the learning outcomes (Fani, &
Ghaemi, 2011). These students are further supported through an advance planner and
expectations being conveyed at the outset of every lesson, which research signifies as
being of benefit to student engagement (Foley, 2008). Coupled with this, the learning
of the unit has high expectations, which is important in providing an intellectual
challenge for students (Hammond, 2008). To ensure that EALD students can
adequately meet these expectations, the before mentioned scaffolding and Bloom’s
taxonomy is utilised. This creates a learning environment that is challenging yet
achievable, which is necessary for students to be able to invest in the learning (Zepke,
2013). In support of EALD students, there has been no lowering of standards, as this
is of detriment to learning (Pearce, Grey, & Campbell-Evans, 2009; Ayres, Sawyer, &
Dinham, 2004, Marsh etal., 2014). To further support EALD students in the
classroom, collaborative tasks are an integral part of the learning, providing social
support and a means of conveying knowledge (Kaddoura, 2013). The use of directed
questions in group and discussion scenarios is also an effective method of engaging
students in higher-order thinking skills (Borich, 2016).
Meaningful learning through technology is integrated throughout the unit through a
class website, pop-quizzes, in-class research, and discussion forums. The discussion
forums serve as a meaning-making tool in which students engage with open-ended
questions, and enter into a discourse of varying understandings. This task is also
collaborative, and engaging through the fact that it encourages students to have their
own opinion. This method of technology integration is supported through research
with Murungi & Gitonga (2015) noting the need for technology not to be tokenistic,
but for it to be meaningful. The class website is useful, as it allows for students to
88
have access to any course materials, and additional resources, thus further supporting
learning, with research regarding it as a necessity in the modern classroom (Starkey,
2012; Murungi, & Gitonga, 2015).
The assessment of the unit is motivational and engaging as it involves students
selecting their own contemporary issue. This assessment type is supported by Smith
(2010) as the assessment itself contributes to the students learning. The use of the
assessment to improve upon in the post-lesson is beneficial to students’ learning,
engaging them in metacognitive and reflexivity processes, which is supported as a
means of transformative assessment (Popham, 2008). Formative assessment measures
are deeply rooted in the unit, evident through discussion forums, pop-quizzes, and
through the use of direct observation and questioning. The reason for the provision of
such an array of assessment measures is that it allows for the teacher to effectively
discern whether students are meeting the learning outcomes (Ford, 2015, Marsh etal.,
2014). The bird box feedback system is another lesson-by-lesson assessment measure,
which also doubles as a support mechanism for students, allowing them to voice any
issues, concerns, questions, or worries about the learning. It is a coalescence of these
factors that creates a clear picture of whether students are succeeding in meeting the
outcomes of the unit (Smith, 2010). This is also mandated through APST standards
2.3, 3.3, 3.6, 5.1, 5.3, and 5.4 (APST, 2014).
The provision of an engaging learning environment is necessary for students to
participate fully in the learning. To provide an engaging environment, positive
student-teacher relationships are fostered in the classroom, which has a positive
correlation with academic performance (Tillery, Varjas, Roach, Kuperminc, &
Meyers, 2013). This positive classroom furthermore allows for an environment that
can involve reciprocal interactions in discussions, which furthers student learning and
understanding (Gore, 2007). Coupled with this, instructional time in classes is no
89
higher than half of the lesson time, as too much student or teacher centred time can
lead to the presentation of off-task behaviours (Trussel, 2008).
With the increasingly professional nature of teaching, it is necessary to consider the
APST, in order to ensure that the teaching given is beneficial to student learning. New
technologies mean that provisions must be made to ensure that these technologies are
used in a meaningful way to further student learning, and engage learners of a digital
era. Coupled with this, there is a rapid diversification of society, so teachers must be
well equipped to ensure that students with a first language other than English are
adequately included into the learning environment. This is evident in the unit, through
the abovementioned utilisation of consideration of the standards as well as through
use of research-based teaching methodologies. The unit as well uses contemporary
issues to engage students so that there is relevance for what is being learnt, other than
that it is simply in the syllabus. This helps in creating a meaning for the learning.
90
Reference List

standards-for-teachers/standards/list
Ayres, P., Sawyer, W., & Dinham , S. (2004) Effective Teaching in the Context of a
Grade 12 High-Stakes examination in New South Wales, Australia. British
Educational Journal, 30(1).
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-culture-
st6-syl-from2015.pdf
Borich, G, D. (2016). Observational skills for effective teaching. E-Boulder. Taylor
and Francis. Retrieved from:
http://www.ebookcentral.proquest.com/lib/uwsau/detail.action?docID=433259
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal
development (ZPD) in teacher education: ZPTD and self-scaffolding.
Procedia- Social and Behavioral Sciences, 29, 1549-1554. doi:
10.1016/j.sbspro.2011.11.396
Foley, F. (2008). Quality Teaching Framework in your program- What it looks like?.
http://www.det.nsw.edu.au/proflearn/docs/pdf/qtinprog.pdf
Ford, M. L. G. (2015). Classroom Management. Cengage Australia. Retrieved from:
http://www.ebrary.com.ezprozy.uws.edu.au
Gore, J. (2007). Improving pedagogy. In J. Butcher & L. McDonald (Eds.), Making a
difference: Challenges for teachers, teaching, and teacher education (pp. 15-
33). Rotterdam, Netherlands: Sense Publishers
91
Granello, D. (2001). Promoting cognitive complexity in graduate written work: Using
bloom’s Taxonomy as a pedagogical tool to improve literature reviews.
Counselor Education and Supervision, 40(4), 292-307. doi:10.1002/j.1556-
6978.2001.tb01261.x
Hammond, J. (2008). Intellectual Challenge and ESL Students: Implications of
Quality Teaching Initiatives. Australian Journal of Language and Literacy,
31(2), 128-154.
Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance
students’ critical thinking. Educational Research Quarterly, 36(4), 3-24.
doi:1372123014
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.).
Frenchs Forest, Australia: Pearson.
Murungi, C, G., & Gitonga, R, K. (2015). Active learning with technology tools in
blended/hybrid classes. In Keen Gwe (eds.) Handbook of Research on
Educational Technology Information and Active Learning. Hershey, PA. IGI
Global. pp.346-357. doi: 10.4018/978-1-4666-8363-1.ch017
Pearce, M., Gray, J., Campbell-Evans, G. (2009). The inclusive secondary teacher:
The leaders’ perspective. Australian Journal of Teacher Education, 34(6).
Doi: dx.doi.org/10.14221/ajte.2009v34n6.7
Piaget, J. (2013). The construction of reality in the child. London: Routledge.
Popham, W. J. (2008). Transformative Assessment. Alexandria: ASLD. Retrieved
from:
http://www.ebookcentral.proquest.com/lib/uwsau/detail.action?docID=
741601
92
Smith, N. (2010). The History Teacher’s Handbook. London: Bloomsbury Publishing.
Retrieved from:
Starkey, L. (2012). Teaching and learning in the digital age, ed. By Starkey, L.
Taylor and Francis. Retrieved from:
Tillery, A., Varjas, K., Roach, A., Kuperminc, G., & Meyers, J. (2013). The
importance of adult connections in Adolescents’ sense of school belonging:
Implications for school and practitioners. Journal of school violence, 12(2),
134-155. doi: 10.1080/15388220.2012.762518.
Trussel, R. (2008). Classroom Universals to Prevent Problem Behaviors. Intervention
in School and Clinic, 43(3), 179-185.
Ursani, A., Memon, A., & Chowdhry, B. (2014). Bloom’s Taxonomy as a
pedagogical model for signals and systems. International Journal of Electrical
Engineering Education, 51(2), 162-173. doi: 10.7227/ijeee.51.2.7
Zepke, N. (2013). Student engagement: A complex business supporting the first year
experience in tertiary education. The International Journal of the First Year in
Higher Education, 4(2). doi: 10.5204/intjfyhe.v4i2.183
93

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Preliminary Society and Culture

The Social and Cultural World

The Social and Personal Intercultural Yearly

Research and Report Research Research and Preliminary

End of Term 1 Term 2 Term 3 Late Term

Assessment task Notification

Topic area: Stage of Learner: Syllabus Pages:26-29

Time: 60 minutes Total Number of students 28 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Ethical understandings Apply ethical social and cultural research to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

3.1 Integrates understandings learned through the unit

Student: Students will take an

Resources: Roll, Assignments

Students: Students engage with

Resources: Discussion Forum Notes,

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Topic area: Stage of Learner: Syllabus Pages: 26-29

Time: 60 minutes Total Number of students 28 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Ethical understandings Apply ethical social and cultural research to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Student: Students will enter classroom

Students: Students engage with

Resources: Discussion Forum Notes,

Resources: PowerPoint, Feedback slips

How am I measuring the outcomes of this lesson?

Graduate Evidence within this lesson

Details of the source (what it is and where it came from):

or dialect (EALD) as well as to provide meaningful learning through technology.

Coupled with pedagogies to achieve this, the learning/teaching is orientated around

the provision of an inclusive and engaging learning environment that is conducive to

of students, necessitated through the Australian Professional Standards for Teachers

Chowdhry (2014) whereby questioning gets increasingly higher-order as the unit

progresses. This approach of progressing to higher-order questions ensures that

In order to differentiate to EALD students, explicit literacy teaching, incorporation

of key terminology, metalanguage, and opportunities for students to convey

of the unit has high expectations, which is important in providing an intellectual

taxonomy is utilised. This creates a learning environment that is challenging yet

questions in group and discussion scenarios is also an effective method of engaging

students in higher-order thinking skills (Borich, 2016).

Meaningful learning through technology is integrated throughout the unit through a

forums serve as a meaning-making tool in which students engage with open-ended

own opinion. This method of technology integration is supported through research

learning, with research regarding it as a necessity in the modern classroom (Starkey,

2012; Murungi, & Gitonga, 2015).

The assessment of the unit is motivational and engaging as it involves students

assessment to improve upon in the post-lesson is beneficial to students’ learning,

engaging them in metacognitive and reflexivity processes, which is supported as a

means of transformative assessment (Popham, 2008). Formative assessment measures

issues, concerns, questions, or worries about the learning. It is a coalescence of these

2.3, 3.3, 3.6, 5.1, 5.3, and 5.4 (APST, 2014).

The provision of an engaging learning environment is necessary for students to

participate fully in the learning. To provide an engaging environment, positive

student-teacher relationships are fostered in the classroom, which has a positive

correlation with academic performance (Tillery, Varjas, Roach, Kuperminc, &

understanding (Gore, 2007). Coupled with this, instructional time in classes is no

lead to the presentation of off-task behaviours (Trussel, 2008).

With the increasingly professional nature of teaching, it is necessary to consider the

the abovementioned utilisation of consideration of the standards as well as through