Northlakes High School
HSIE
Student Booklet
Preliminary
Society and Culture
2015
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Contents
Northlakes Preliminary Scope and Sequence............................................3
Assessment Task Schedule………............................................................4
Course Objectives and Outcomes………...................................................5
Course Overview and Content ………........................................................6
Summary of external and internal HSC assessment................................15
HSC examination specifications................................................................15
Performance Band Descriptors.................................................................16
Subject Glossary.......................................................................................18
Directive Verb Glossary.............................................................................23
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NORTHLAKES HIGH SCHOOL
YEAR 11 Preliminary – Society and Culture
YEARLY PLANNER 2015
Term 4: Tuesday January 27/01/15 – Thursday April 2/04/15
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
02/15
Assess
Task
#1
The Social and Cultural World
Monday April 20/04/15 – Friday June 26/06/15
Week 1
Week 2
Week 3
Week 4
Week 5
28/1
3/2
10/2
17/2
Assess
Task
#2
Personal and
Social Identity
5/5
Intercultural communication
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12/5
Week 6
Week 7
Week 8
Week 9
Week 10
3/3
10/3
17/3
24/3
31/3
24/2
Assess
Task
#3
Personal and Social Identity
Monday July 13/07/15 – Friday September 18/09/15
Week 1
Week 2
Week 3
Week 4
Week 5
28/4
The Social and Cultural World
19/5
Assess
Task
#4
Week 6
Week 7
Week 8
Week 9
2/6
9/6
16/6
23/6
26/5
Intercultural
Communication
Yearly
Exam
Yearly
Exam
Week 10
Intercultural
Communication
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8.4 Content: Society and Culture Preliminary course
Preliminary depth study: The Social and Cultural World
(30% of course time)
The focus of this study is the interactions occurring between persons and within and between groups, both in the
contemporary world and in societies across time.
Outcomes
A student:
P1 identifies and applies social and cultural concepts
P3 identifies and describes relationships and interactions within and between social and cultural groups
P6 differentiates between social and cultural research methods
P9 uses appropriate course language and concepts suitable for different audiences and contexts
P10 communicates information, ideas and issues using appropriate written, oral and graphic forms
Content
Integrated concepts
The fundamental, additional and related concepts listed below are to be integrated across the study of The Social
and Cultural World.
Fundamental course concepts:
persons
society
culture
environment
time
Additional course concepts:
power
authority
gender
identity
technologies
globalisation
Related depth study concepts:
social and cultural literacy
community
continuity and change
social construct
citizenship
socialisation
micro/meso/macro level
social structure
Contemporary context
The following points are to be integrated across the study of The Social and Cultural World:
use examples drawn from contemporary society
assess the impact of technologies, including communication technologies, on individuals, groups and
institutions.
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The nature of the social and cultural world
Students will develop knowledge and understanding of the social and cultural world through the study of:
an overview of the multicultural and hybrid nature of societies and cultures
persons and their interactions with individuals, groups and the community within the contexts of micro-level,
meso-level and macro-level society
society as a construct that develops through time:
ract
how individual behaviour towards others is socially constructed and influenced by social expectation
the following groups and institutions of society – how they shape and are shaped by individuals:
Students will apply each of the fundamental concepts to TWO of the following:
school
family
the media
a group of which the student is a member.
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Social and cultural research
Students will:
outline the principles and practices of ethical research that underpin all social and cultural research
examine the process of research using the steps briefly outlined below as a guide.
1. Decide on the topic to be researched
2. Develop a focus question or hypothesis
3. Gather background information
4. Design the research
5. Develop the research methods to be used
6. Apply the research methods ethically
7. Compile and organise the collected information so that it is manageable
8. Analyse, synthesise and interpret the findings
9. Write up the conclusions in an appropriate format, considering the audience for the final product
10. Check the final product for editing or typing mistakes and ensure that all bibliographical
information is included and correct
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Preliminary depth study: Personal and Social Identity
(40% of course time)
The focus of this study is the process of socialisation, and the development of personal and social identity in
individuals and groups in a variety of social and cultural settings.
Outcomes
A student:
P1 identifies and applies social and cultural concepts
P2 describes personal, social and cultural identity
P3 identifies and describes relationships and interactions within and between social and cultural groups
P5 explains continuity and change and their implications for societies and cultures
P8 plans and conducts ethical social and cultural research
P10 communicates information, ideas and issues using appropriate written, oral and graphic forms
Content
Integrated concepts
The fundamental, additional and related concepts listed below are to be integrated across the study of Personal
and Social Identity.
Fundamental course concepts:
persons
society
culture
environment
time
Additional course concepts:
power
authority
gender
identity
technologies
globalisation
Related depth study concepts:
the self and self-concept
socialisation
social construct
life stages and life course
roles and status
rights and responsibilities
kinship
class
ethnicity
Contemporary context
The following points are to be integrated across the study of Personal and Social Identity:
use examples drawn from contemporary society
assess the impact of technologies, including communication technologies, on individuals, groups and
institutions.
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The nature of the development of personal and social identity
Students will develop knowledge and understanding of the nature of the development of personal and social
identity through the study of:
the development of personality, self-awareness and self-concept
the development of identity and the social self
the role of socialisation and the influence of agents of socialisation on the development of personal and social
identity
the influence of each of the following on the development of personal and social identity:
culture
the ‘nature versus nurture’ debate
‘adolescence’ as a social construct and its validity for different cultures
theories that offer an explanation or understanding of the development of the physical and social self:
TWO theorists to be studied from the following list:
Erik Erikson
transitions through the life course:
OR
Generational Theory: Strauss–Howe
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Focus study
Looking in/Looking out: Exploring the Processes of Socialisation
Students are to:
conduct a comparative cross-generational study of how the processes of socialisation have changed over time
within the student’s own cultural context, using the research method of questionnaire or focus group
conduct a study of the transition through life stages in a cultural group different from the student’s own – this
may be a further development of the cultural group study undertaken in The Social and Cultural World depth
study
apply ethical research practices and follow the steps of the research process to:
people from different generations
out these findings in an appropriate format.
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Preliminary depth study: Intercultural Communication
(30% of course time)
The focus of this study is to understand how people in different social, cultural and environmental settings
behave, communicate and perceive the world around them so that they can better understand each other and
their world.
Outcomes
A student:
P1 identifies and applies social and cultural concepts
P3 identifies and describes relationships and interactions within and between social and cultural groups
P4 identifies the features of social and cultural literacy and how it develops
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
Content
Integrated concepts
The fundamental, additional and related concepts listed below are to be integrated across the study of
Intercultural Communication.
Fundamental course concepts:
persons
society
culture
environment
time
Additional course concepts:
power
authority
gender
identity
technologies
globalisation
Related depth study concepts:
acculturation
continuity and change
cultural heritage
cultural relativism
cultural transmission
customs
cultural diversity
stereotypes
values
Contemporary context
The following points are to be integrated across the study of Intercultural Communication:
use examples drawn from contemporary society
examine the impact of technologies, including communication technologies, on individuals, groups and
institutions.
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The nature of communication
Students will develop knowledge and understanding of the nature of communication through a study of:
how culture determines the ways individuals encode messages, what mediums they choose for transmitting
them, and the ways messages are interpreted
verbal and non-verbal communication
the role of communication in maintaining social relationships and social control
the individual’s rights and responsibilities in relation to communication, communication technologies and
citizenship
the impact of changing communication technologies on:
-generational interaction
-generational interaction
-cultural interaction
Theories relating to intercultural communication
Examine ONE of the following theories and identify its strengths and weaknesses:
Communication Accommodation Theory
Cross-Cultural Adaptation Theory
a school-selected contemporary intercultural communication theory.
Focus study
Looking in/Looking out: Exploring Intercultural Communication
Choose a cultural group and examine:
research method of secondary research
rcultural misunderstanding
Apply ethical research practices and follow the steps of the research process to:
from a culture different from the student’s own
erson from a culture different from the student’s own
Note: Cultural difference may be based on gender, religion or ethnicity.
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Summary of external and internal HSC assessment
External examination
Written examination Section I –
Core Objective response
questions Short-answer questions
Section II Candidates answer
question on one Depth Study
Section III Candidates answer one
extended response question on a
different Depth Study to that
chosen in Section II
Personal Interest Project
100
Mark
8 12
20
20
40
Internal assessment
Knowledge and understanding
of course content
Application and evaluation of
social and cultural research
methodologies
Communication of information,
ideas and issues in appropriate
forms
100
Weighting
50
30
20
HSC examination specifications
The examination will consist of a written paper worth 60 marks and a Personal Interest Project worth 40 marks.
Time allowed: 2 hours plus 5 minutes reading time.
The written paper will consist of three sections.
Section I – Core – Social and Cultural Continuity and Change (20 marks)
-answer
questions to the value of 12 marks.
Section II – Depth Studies (20 marks)
Section II must be on a different depth study from that
ngth of response will be around six pages (approximately 800
words) in total.
Section III – Depth Studies (20 marks)
to answer one question on a dep
different depth study from that attempted in Section
The Personal Interest Project requires students to apply appropriate social and cultural research
methodologies to investigate a topic related to the course. The completed project will be a substantial piece
of research containing a number of components, including a log that outlines the development of the project
and the procedures undertaken in researching the topic.
Assessment schedule to be included
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Performance band descriptors
The typical performance in this band:
Band 6

demonstrates high level analysis of the complex nature of cultural diversity and
commonality and the relationships within and between social and cultural groups

demonstrates high level application and justification of a range of social and cultural
research methodologies

critically evaluates appropriate course concepts and the influence of power, authority,
gender and technology in societies and cultures

selects and organises information from a range of sources and critically evaluates
sources for usefulness and bias

communicates complex analysis through well-structured and detailed texts using a range
of appropriate terms associated with Society and Culture

critically evaluates continuity and change, strategies for change and implications for
societies and cultures

provides evidence of comprehensive use of planning and review strategies to manage a
range of complex tasks and make effective use of time and resources
Band 5

demonstrates a thorough understanding of cultural diversity and commonality and
analyses the nature of relationships within and between social and cultural groups

demonstrates thorough application and justification of social and cultural research
methodologies

analyses appropriate course concepts and the influence of power, authority, gender and
technology in societies and cultures

selects and organises information from a variety of sources and makes some judgments
on the usefulness and bias of the sources

communicates a well organised and sustained argument through well-structured and
detailed texts using a variety of appropriate terms associated with Society and Culture

evaluates continuity and change and can assess strategies for change and implications
for societies and cultures

provides evidence of thorough use of planning and review strategies to manage a range
of complex tasks and make effective use of time and resources
Band 4

demonstrates a sound understanding of cultural diversity and commonality and explains
the nature of relationships within and between social and cultural groups
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
applies appropriate social and cultural research methodologies

explains appropriate course concepts and the influence of power, authority, gender and
technology in societies and cultures

interprets data from a variety of sources forming sound conclusions

communicates a sound argument through well-structured texts using appropriate
language

demonstrates a sound understanding of continuity and change, and some strategies to
manage change

provides some evidence of the use of sound planning and review strategies to manage a
number of tasks and to use time and resources effectively
Band 3

demonstrates a basic understanding of cultural diversity and commonality and the nature
of relationships between social and cultural groups

applies basic social and cultural research methodologies

describes course concepts and the influence of power, authority, gender and technology
in societies and cultures

gathers evidence from different forms of data and draws basic conclusions

writes basic explanations of ideas and issues using some appropriate language

demonstrates a descriptive understanding of continuity and change

provides evidence of basic use of planning and review strategies to manage tasks and
organise the use of time and resources
Band 2

recognises cultural diversity and the relationships between social groups

demonstrates limited application of basic social and cultural research methodologies

outlines course concepts and the influence of power, authority, gender and technology in
societies and cultures

provides simple interpretations from a limited range of data

writes simple descriptions of ideas and issues and demonstrates comprehension of basic
terms

describes continuity or change in limited terms

provides evidence of limited use of planning and review strategies to manage tasks and
organise the use of time and resources
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Subject Glossary
12
Glossary
All words contained in this glossary have a meaning specific to the context of the Society and Culture
Stage 6 Syllabus. This glossary does not attempt to ascribe any absolute definition to terms. It is
designed to assist teachers in interpreting this syllabus and to assist student learning.
acculturation
The process of contacts between different cultures and also the outcome of such
contacts. It may involve direct social interaction or exposure to other cultures
through mass media.
action research
An informal, qualitative, interpretive, reflective and experimental methodology that
requires all the participants to be collaborative researchers. Action research is
carried out by people who usually recognise a problem or limitation in their
workplace situation and, together, devise a plan to counteract the problem,
implement the plan, observe what happens, reflect on these outcomes, revise the
plan, implement it, reflect, revise and so on. Action research can be thought of as a
spiral of planning, acting, observing and reflecting, occuring through time until the
most desirable outcomes for all participants are achieved.
authority
A concept frequently linked to power, involving the right to determine, adjudicate,
or otherwise settle issues and disputes in society.
belief system
A shared system of beliefs and values that systematically define a way of
perceiving the social, cultural, physical and psychological world.
case study
A methodology similar in many ways to an ethnographic case study. The case
study involves the collection of data related to an individual or small group through
observation, interviews and the collection of documentary evidence.
content analysis
The study and interpretation of written and visual material, for example,
magazines, television advertisements, photographs.
cultural relativism
The idea that concepts are socially constructed and vary cross culturally. It implies
that one must always view cultures objectively.
customs
Established ways of thinking and acting.
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discrimination
Treating a person or group differently, often in a negative manner, usually as a
result of prejudice. Discrimination may also be positive, designed to redress
perceived injustice.
enculturation
The idea that to be a full member of a culture or sub-culture, individuals have to
learn to use, formally and informally, the patterns of cultural behaviour prescribed
by that culture.
ethnicity
Based on perceived common origins that people share a specific ancestry and
culture that mark them as different from others.
ethnographic
study
The systematic collection of data derived from direct
observation of the everyday life of a particular society, group or subculture. This
methodology requires the researcher’s immersion in the culture/subculture under
study and is an interactive process. The researcher is interested in understanding
the customary actions, beliefs, knowledge and attitudes of the social group as
these are reflected in the ways of engaging in everyday life.
fieldwork
(field research)
Methods of collecting data, usually observation or social survey
that requires the researcher to go out into a defined area.
focus group
A small group (3 to 8 persons) whose members are brought together by the
researcher for an indepth discussion of a specific issue or topic. The researcher
plans an interview schedule and organises the time and place. A tape recorder is
essential for the success of the use of this methodology. The techniques of
conducting the focus group are similar to conducting an indepth interview, the
researcher needs, however, to be able to manage up to eight people talking about
the issue or topic.
gender
A term to describe the socially constructed differences between men and women,
referring not only to individual identity and personality, but also at the symbolic
level, to cultural ideals and stereotypes of masculinity and femininity and, at the
structural level, to the sexual division of labour in institutions and organisations.
globalisation
Describes the emergence of a global culture brought about by a variety of social
and cultural developments such as: the existence of world information systems;
the emergence of global patterns of consumption and consumerism; the growth of
transnational corporations; the emergence of global sport like World Cup soccer;
the spread of world tourism and the growth of global military and economic
systems. It involves a consciousness of the world as a single place.
hybrid society
A society that comprises a range of social and cultural influences and components,
rather than having a homogenous identity.
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ideology
In general usage, refers to the body of doctrine, myth and symbols of a social
movement, a social class or institution. Many sociologists use the term with
particular reference to the set of beliefs, attitudes and/or practices that overtly or
covertly serve the interests of one particular group, government or social class as
opposed to serving universal interests.
industrialisation
Refers to the transition in methods of production that has been responsible for the
vastly increased wealth creating capacity of modern societies compared with
traditional systems. It may refer to manufacturing, agriculture and administration.
interview
An interview may be tightly structured, semi-structured, unstructured, indepth or
conversational. This methodology involves the researcher and the interviewee in a
one-to-one situation and may be quite time consuming. The researcher may
interview several people at different times using the same interview question
schedule.
institutions
Refers to the structural components of a society through which its main concerns
and activities are organised, for example, the church, the law, government, family.
kinship
Systems that establish relationships between individuals and groups on the basis
of socially recognised biological relationships or marital links.
modernisation
A process of social change resulting from the diffusion and adoption of the
characteristics of expansive and apparently more advanced societies through
societies that are apparently less advanced. It involves social mobilisation, the
growth of a more effective and centralised apparatus of social and political control,
the acceptance of scientifically rational norms and the transformation of social
relations and aesthetic forms.
mores
Moral rules or ways of behaving that most members of society believe are
essential for maintaining standards of decency.
norms
A shared expectation of behaviour, that notes what is considered culturally
desirable and appropriate. They are prescriptive, but lack the formal status of
rules.
observation
Methodology that involves watching and recording behaviours within a clearly
defined area. The researcher plays the role of passive observer and is, therefore,
outside the action/s being observed and recorded.
participant
observation
The researcher is immersed in the action being observed but
their role as researcher is not obvious. An example of participant observation
methodology occurs when the researcher goes into a shopping centre in a
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wheelchair or joins a group in order to study it. Researchers using participant
observation must be aware of the ethical implications of this methodology. A
methodology wherein the researcher’s role is more in the open is the
participant-as-observer methodology. In this, the researcher still participates in, as
well as observes, the action being studied but does so with the knowledge of other
participants.
personal
reflection
Requires the researcher to reflect upon, and evaluate, their
own experiences, memories, values and opinions in relation to a specific issue or
topic.
popular culture
A shared set of practices and beliefs that have attained global acceptance and
which can be normally characterised by: being associated with commercial
products; developing from local to national to global acceptance; allowing
consumers to have widespread access and are constantly changing and evolving.
power
The capacity to influence others to a point of view or action to which they would not
normally accede.
prejudice
Preconceived opinion or bias against, or in favour of, a person or thing,
characterised by stereotypical views. It may be positive or negative, but is usually
used to refer to negative attitudes towards a group or its individual members.
quantitative
methodologies
Involvess those methodologies, such as closed surveys,
structured interviews and sociograms (diagrammatic representations of
interactions between individuals), which enable data (concrete or conceptual) to
be collected, measured and compared with a standard.
qualitative
methodologies
Involves a phenomenological perspective whereby researchers
aim to understand, report and evaluate the meaning of events for people in
particular situations, that is, how their social world is structured by the participants
in it. The focus of qualitative methodologies is the way in which participants (rather
than the researcher) interpret their experiences and construct reality. Some
examples are, an unstructured interview, focus group, open ended questionnaire
and participant observation.
questionnaire
A commonplace instrument for collecting data beyond the physical reach of the
researcher, that is, from a large or diverse sample of people. It is an impersonal
instrument for collecting information and must, therefore, contain clear questions,
worded as simply as possible to avoid any confusion or ambiguity since the
researcher probably will not be present to explain what was meant by any one
particular question. The questionnaire should be designed to fulfil a specific
research objective, it should be brief and the sequence of the questions logical.
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social construct
A socially created aspect of social life. Social constructionists argue that society is
actively and creatively produced by human beings rather than being merely given
or taken for granted.
scenarios
Portrayals of alternative futures, usually in the form of written descriptions, but they
could include graphs and illustrations. They may be broad, or focus on a particular
aspect of life. They may often include a story of how that future came to develop,
outlining anticipated key events, choices and consequences. A scenario would
ideally also state its assumptions. Scenarios are sometimes well developed in
Science Fiction.
social
differentiation
Criteria used to divide society into groups according to
perceived differences between groups.
social ecology
Study of the relationships between individuals, social groups and their
environments.
socialisation
The process by which we learn to become members of society, by internalising the
norms and values of society, and learning to perform social roles.
statistical
analysis
(data analysis)
Examining data to interpret meaning, make generalisations and
extrapolate trends. Often the data come in graphical form and
because these data are expressed in the language of mathematics, they should be
evaluated and interpreted by means of appropriate mathematical or statistical
procedures.
survey
A methodology which can use different instruments such as observation, interview
or a written list of questions called a questionnaire. Surveying is the process of
conducting a study from representative samples of specific populations (for
example, women in the workforce, Year 9 students, recent immigrants). If a
questionnaire is used, it may be comprised entirely of closed questions, multiple –
response questions, Lickett scale questions (differential sliding scale or rating
scale questions) or open-ended questions, or may be a combination of all question
styles. Data recording sheets for observation or a short list of structured interview
questions are two other instruments that can be used during a survey.
westernisation
A particular form of modernisation in which the methods and values of Western
industrial capitalism are the basis of the changes that are occurring.
worldview
An organised and accepted set of ideas attempting to explain the social, cultural,
physical and psychological world.
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Directive Verb Glossary
ACCOUNT
State reasons for, report on, explain. Give an account of, narrate a series of events or
transactions
ANALYSE
Identify components and the relationship between them, draw out and relate implications
APPLY
Use, utilise, employ in a particular situation
APPRECIATE
Make a judgment about the value of. Include evidence/examples
ASSESS
Make a judgment of value, quality, outcomes, results or size. Give your opinion with facts.
CALCULATE
Ascertain / determine from given facts, figures or information
CLARIFY
Make clear or plain
CLASSIFY
Arrange or include in classes / categories
COMPARE
Show how things are similar or different (hint – use a Venn diagram)
CONSTRUCT
Make, build, put together items or arguments
CONTRAST
Show how things are different or opposite
CRITICALLY
(analyse / evaluate) Add a degree or level of accuracy, depth, knowledge and understanding,
logic, questioning, reflection and quality to analysis/evaluation
DEDUCE
Draw conclusions
DEFINE
State meaning and identify essential qualities
DEMONSTRATE
Show by example
DESCRIBE
Provide characteristics and features of the item / concept
DISCUSS
Identify issues and provide points for and/or against
DISTINGUISH
Recognise and indicate as being distinct or different from, to note differences
between things
EVALUATE
Make a judgment and give your opinion based on criteria, determine the value of
EXAMINE
Inquire into, find out the facts
EXPLAIN
Relate cause and effect, make the relationships between things evident, provide the why
and/or how about the item / concept
EXTRACT
Choose relevant and/or appropriate details
EXTRAPOLATE
Infer from what is known
IDENTIFY
Recognise and name
INTERPRET
Draw meaning from
INVESTIGATE
Plan, inquire into and draw conclusions about
JUSTIFY
Support an argument or conclusion with evidence and examples
OUTLINE
Sketch in general terms, indicate the main features of
PREDICT
Suggest what may happen based on available information
PROPOSE
Put forward a point of view, idea, argument or suggestion for consideration or action
RECALL
Present remembered ideas, facts or experiences
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RECOMMEND
Provide reasons in favour
RECOUNT
Retell a series of events
SUMMARISE
Concisely express the relevant details
SYNTHESISE
Putting together various elements to make a whole
Websites
Some useful websites for Study Guides and Strategies:
www.hsc.csu.edu.au
www.boardofstudies.nsw.edu.au
www.boredofstudies.org
www.studygs.net
www.tale.edu.au
www.cli.nsw.edu.au
(Each of the universities websites also has tips and guides, so try a search under their names.)
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