Part 1: Assessment Schedule

Society & Culture – HSC

Year 12, 2018

TASK 1 TASK 2 TASK 3 TASK 4

Social and
Cultural Conformity and
Belief Systems All
Continuity and nonconformity
Change
Components Weighting
% Term 3, Week
Term 4, Week 8 Term 1, Week 7 Term 2, Week 8
2

Research Task Trial Exam

Oral Presentation Essay
and Article Written Paper

Knowledge and
10
understanding of 50 % 10 10 20
course content

Application and
evaluation of
social and 30 % 15 10 5
cultural research
methods

Communication
of information,
20 % 5 5 10
ideas and issues
in appropriate
forms

MARKS 100 15 % 30 % 30 % 25 %

H1, H4, H5, H9, H1, H2, H7, H9, H1, H2, H4, H5,
Outcomes H3, H7, H9, H10
H10 H10 H6, H9
 Assessment 2: Belief Systems Research Task and Article
Date of Issue: 6th February, 2018 (Week 1)
Due date: In class on 23rd March 2018 (Week 7)
Topic: Belief Systems
Weighting: 30%; mark out of 30
Type of Task: Research Task and Article
How to submit: Bring a printed copy of article, questions and
bibliography to class
Length: 800 words, plus bibliography and interview questions

Context:
This assessment task is located within the Belief Systems Depth Study of HSC Society & Culture. Students
have been learning about the nature of belief systems and ideologies and their relationship to culture and
identity. This assessment task builds on students’ research skills, understanding belief systems and how
they create meaning, purpose and identity, and impact an individual’s way of perceiving the world.

Task Description:
Your task is to write an 800-word article drawing on an interview which explores one particular belief
system and the way it impacts an individual’s sense of meaning, purpose, identity and way of perceiving
the world.

Part A: Conduct an interview with a member of one of the following belief systems:
- Baha’i - Islam - Capitalism - Humanism
- Buddhism - Jainism - Confucianism - Socialism
- Christianity - Judaism - Democracy - Taoism
- Hinduism - Shinto - Environmentalism - Totalitarianism
- Indigenous spiritualities - Sikhism - Feminism

To prepare for your interview, you will need to carefully read through Part B of the assessment and write
interview questions based on the information you will need.

Part B: Write an 800-word article (approx. 2 pages), appropriate for Year 12 readers, drawing on your
interview and at least 2 pieces of secondary research, to discuss:
- How the nature of this belief system creates meaning, purpose and an identity for your interviewee
- How this belief system impacts the way she/he perceives the world at the micro, meso and macro level

You will be assessed on how well you:

- Analyse the nature of belief systems and their impact on individual identity and ways of
perceiving the world
- Conduct a thorough and relevant interview and make use of information gathered
- Select and draw on relevant secondary research
- Present an engaging and well-structured article, appropriate for Year 12 readers
- Apply Society and Culture course concepts
Outcomes to be assessed:
A student:
- evaluates and effectively applies social and cultural concepts [H1]
- explains the development of personal, social and cultural identity [H2]
- selects, organises, synthesises and analyses information from a variety of sources for usefulness,
validity and bias [H7]
- applies complex course language and concepts appropriate for a range of audiences and contexts
[H9]
- communicates complex information, ideas and issues using appropriate written, oral and graphic
forms [H10]

Marking Guidelines:
Total marks: 30

Range A student in this range:

A • Analyses the nature of belief systems and their impact on individual identity
25 – 30 and ways of perceiving the world
• Conducts a thorough and relevant interview and make use of primary and 2
pieces of secondary information in a highly effective way
• Displays appropriate and thoughtful use of course concepts
• Presents a highly engaging, well-structured article

B • Discusses the nature of belief systems and their impact on individual identity
19 – 24 and ways of perceiving the world
• Conducts a thorough and relevant interview and make use of primary and 2
pieces of secondary information in an effective way
• Displays appropriate use of course concepts
• Presents an engaging, well-structured article

C • Discusses the nature of belief systems and their impact on individual identity
12 – 18 and ways of perceiving the world
• Conducts a relevant interview and make use of primary and 1 piece of
secondary information
• Displays appropriate use of course concepts
• Presents a well-structured article

D • Identifies the nature of belief systems and their impact on individual identity
5 – 11 • Conducts an interview and makes some use of primary information
• Displays limited use of course concepts
• Presents an adequately structured article

E • Identifies the impact of belief systems on individual identity

1–4 • Conducts a limited interview and makes some use of primary information
• Displays limited use of course concepts
 Assessment 3: Conformity and Nonconformity Essay
Date of Issue: 1st May, 2018 (Week 1)
Due date: In class on 22nd June, 2018 (Week 8)
Topic: Conformity and Nonconformity
Weighting: 30%; mark out of 30
Type of Task: Extended Response/Essay
How to submit: Bring printed copy of essay to class
Length: 1,200 words, plus annotated bibliography

Context:
This assessment task is located within the Conformity and Nonconformity Depth Study of HSC Society and
Culture. Students have been learning about the nature of social conformity and nonconformity and begun
a focus study on the ‘Alt Right’ political movement. This assessment task builds on this focus study with
an in-depth look at the ‘Alt Right’s’ interactions with and perception by wider society.

Task Description:

Your task is to write an extended response (essay) of 1,200 words to the following question:

Analyse the ways in which the ‘Alt Right’ interacts with, and is perceived by, wider society.

Within your answer you will need to include:

- positive and negative interactions of the ‘Alt Right’ with wider society
- perceptions of the ‘Alt Right’ by wider society
- the implications of these perceptions

Your essay must be accompanied by an annotated bibliography in which you evaluate your sources for
relevance, bias and/or validity.

You will be assessed on how well you:

- Explain and draw out the nature, examples and implications of the relationship between the ‘Alt
Right’ and wider society
- Demonstrate an understanding of conformity and nonconformity
- Support your answer with a range of sources and critically reflect on these sources
- Present a well-structured argument
- Apply Society and Culture course concepts

Outcomes to be assessed:
A student:
- analyses relationships and interactions within and between social and cultural groups [H3]
- selects, organises, synthesises and analyses information from a variety of sources for usefulness,
validity and bias [H7]
- applies complex course language and concepts appropriate for a range of audiences and contexts
[H9]
- communicates complex information, ideas and issues using appropriate written, oral and graphic
forms [H10]
Marking Guidelines:
Total marks: 30

Range A student in this range:

A • Analyses the nature, examples and implications of the relationship between the
25 – 30 ‘Alt Right’ and wider society in a highly effective way
• Demonstrates a comprehensive understanding of conformity and
nonconformity
• Selects a broad range of highly relevant sources and thoroughly evaluates
sources for usefulness, validity and bias
• Presents a very well-structured argument
• Displays appropriate and thoughtful use of course concepts

B • Analyses the nature, examples and implications of the relationship between the
19 – 24 ‘Alt Right’ and wider society in an effective way
• Demonstrates a solid understanding of conformity and nonconformity
• Selects an adequate range of relevant sources and thoroughly evaluates
sources for usefulness, validity and bias
• Presents a well-structured argument
• Displays appropriate use of course concepts

C • Discusses the nature, examples and implications of the relationship between

12 – 18 the ‘Alt Right’ and wider society
• Demonstrates an understanding of conformity and nonconformity
• Selects an adequate range of relevant sources and evaluates sources for
usefulness, validity and bias
• Presents a well-structured argument
• Displays appropriate use of course concepts

D • Describes the nature, examples and implications of the relationship between

5 – 11 the ‘Alt Right’ and wider society
• Demonstrates an understanding of conformity and nonconformity
• Selects a limited range of sources and evaluates sources for usefulness, validity
and bias
• Presents a clear argument
• Displays limited use of course concepts

E • Describes the nature of the relationship between the ‘Alt Right’ and wider
1–4 society and identifies some implications
• Demonstrates a limited understanding of conformity and nonconformity
• Selects a limited range of sources
• Displays limited use of course concepts
 Part 3: Assessment Rationale Statement

The above HSC Society and Culture assessment schedule and tasks have been designed to
both extend student learning and allow the teacher to gather data in order to provide
feedback and modify teaching practice.

The assessment schedule incorporates a range of tasks drawing on a varied communication

styles and skill development. Students have an opportunity to display understanding of
content through an oral task, conducting primary research and writing styles of article,
essay and exam. The first task begins with a lower-weighted task as students find their feet
in the course; the second and third tasks carry a higher weighting with longer written
submissions as will be required for in these Depth Study HSC exam responses; while the
final exam task prepares students for the HSC examination, carrying a slightly reduced
weighting to lower student anxiety.

Feedback for the two assessment tasks above will be provided to students in a number of
ways. Assessment 2 will be followed by a peer-review process in following lessons,
including discussion of interview techniques, challenges and lessons learnt. In addition, the
teacher will mark assessments according to the marking guidelines and provide detailed
feedback for their submitted article, questions and bibliography. Once essays for
Assessment 3 are submitted, the teacher will provide extensive written feedback according
to marking guidelines and identify sections of exemplary essays to distribute and analyse
for the class. This will support students as they prepare for mid-year and HSC examinations,
whilst building student self-efficacy through peer modelling.

Finally, student data is gathered in each assessment task through submission of

accompanying materials (interview questions, annotated bibliography) along with the body
of the task. This allows the teacher to see the process by which students completed their
assessments and identify if/where strengthening of particular skills or content
understanding is needed. For example, if Assessment 3 shows a weakness in secondary
research skills or use of course concepts, the teacher will know that this focus is needed in
classwork and tailor revision lessons towards this area.