XXXXXX Park High School

Year 12 Assessment Task Notification

School policy applies regarding non-submission due to illness/misadventure. If school policy is not followed, a mark of 0 will be
awarded.
The task must be handed in on the required date to your classroom teacher and the work must be referenced and be the work of the
student. It is advisable to keep a copy of the task for your records.
Classroom Teacher: - Course/Year: Society and Culture / Year 12
Date of Issue: 2/3/2020 Assessment Task No: 2/4
Date to be Submitted: 30/3/2020 Format of Task: Extended response
Draft feedback period: 23/3 – 27/3 Weighting: 20%

OUTCOMES:
 H1 evaluates and effectively applies social and cultural concepts
 H2 explains the development of personal, social and cultural identity
 H3 analyses relationships and interactions within and between social and cultural groups
 H5 analyses continuity and change and their influence on personal and social futures
 H9 applies complex course language and concepts appropriate for a range of audiences and contexts
 H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms

TASK DESCRIPTION:
You are to write and submit an extended response of 1000 word on the following question about Popular Culture:
Evaluate the impact of technology, globalisation and commercialisation the development of popular culture from
a local to a national to a global level.

MARKING CRITERIA
STEPS TO SUCCESSFULLY COMPLETE THE TASK:
Rubric - Add specific requirements in this section
Students will need to: Description of Marking Criterion Mark
Range
 Make a judgement and create an overarching statement that makes clear your judgement.
 Asserts a clear and critical judgement on the impact of technology, globalisation and 17-20
 Present evidenceon
commercialisation to support your answer.
the development of popular culture that indicates an extensive level of
 understanding.
Use the specific example we have looked at in class.
 Thoroughly and effectively
Conclude with supportsthat
a strong statement theirreflects
argument
yourthrough highly skilled use of evidence,
opinion.
 including
Consider your structure, tone and audience. Write in essay studied
extensive reference to the popular culture we have format, in
useclass and application
paragraphs etc. of
course concepts and course specific language.
 Submits a clear, proofread extended response with minimal to no spelling or grammar mistakes and
in an essay structure.
 Asserts a clear and critical judgement on the impact of technology, globalisation and 16-13
commercialisation on the development of popular culture that indicates a comprehensive level of
understanding.
 Effectively supports their argument through a skilled use of evidence, including extensive reference
to the popular culture we have studied in class and application of course concepts and course
 specific language.
 Submits a clear, proofread extended response with few spelling or grammar mistakes and in an
essay structure.
 Asserts a judgement on the impact of technology, globalisation and commercialisation on the 12-10
development of popular culture.
 Soundly supports their argument through a use of evidence, including some reference to the popular
culture we have studied in class and application of course concepts and course specific language.
 Submits an extended response with some spelling or grammar mistakes and mostly in an essay
structure.
 Makes a basic judgement on the impact of technology, globalisation and commercialisation on the 9-5
development of popular culture.
 Refers to evidence, including basic or very few references to the popular culture we have studied in
class and application of course concepts and course specific language.
 Submits an extended response with many spelling or grammar mistakes.
 Fails to make a judgement on the impact of technology, globalisation and commercialisation on the 4-0
development of popular culture.
 Demonstrates an elementary level or no reference to evidence.
 Submits a response.

FEEDBACK

Student Name: __________________________________ Classroom Teacher: _______________________

Assessment Task: ________________________________

HOW AM I GOING?
What you did well

What you need to improve

Where to next

Restrict your feedback to 3 areas

only in this section
What I have learnt for next time:
_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________
 Rationale

The assessment of learning that I have selected is an extended response modelled after and

inspired by the kind of questions students might receive on the HSC to allow them to

demonstrate the knowledge they have gained over the course of Term one doing their first

Depth Study, which in this case I selected to be Popular Culture. This will allow students to

synthesise information they have taken in over the course of the term to respond to a question

that requires them to use it to make a judgement, using concepts from the Society and Culture

syllabus (such as technology, globalisation and commercialisation) that informs the teacher on

what they have learned and where they may need additional information. It also allows them

to not only talk generally about Popular Culture but about the specific popular culture we

have looked at as a class.

The depth study of popular culture requires students to look at and understand “the interaction

between popular culture, society and the individual” (Board of Studies, 2013). This includes a

contemporary look at the concept of popular culture, a focus study on a particular piece of

popular culture that will allow them to further understand what they’ve been learning and a

look to the future and how it can develop. It is a broad topic that students have a lot to draw

on for an extended response, which is why the question they’ve received is fairly broad, but in

the lead up to completing it they will likely be asked to write short responses or plan

responses for questions with a similar format that target other aspects of the depth study.

The reason I have selected an extended response to be written outside of class and submitted

rather than an in-class assessment, is that it gives students a chance to really take time to

synthesise and collate all the information they have gotten on popular culture and the piece of

popular culture we have studied. It allows students to have the chance to put everything

together so they can see what is important and what is worth remembering when they receive

feedback for their extended response and therefore can enhance their revision down the line.
This assessment of learning will take place towards the second term of year twelve, which is

the first term of that year. It will conclude their first depth study and will allow teachers to be

able to collect marks for one of the four possible assessments they can complete over the

course. It hits the course components that require students to demonstrate “knowledge and

understanding of course content”, which has a weighting of 50% and “communication of

information, ideas and issues in appropriate forms” which has a weighting of 20% from the

Year 12 Society and Culture school-based assessment requirements (NSW Education

Standards Authority, 2019). As such, the assignment is worth 20%, because it also is a

summative assessment of their time learning about a depth study, which is 20% of course

content.

This is the kind of assessment that could work easily with another Society and Culture teacher

even if they have selected to do a different depth study for that first term. A question can be

added to match the one for Popular Culture, allowing for assessments for the subject to be the

same across the line. In this case the assessment would need to be marked in conjunction with

this other teacher, with benchmarks being determined for specific grades and checking in with

each other if we’re unsure about certain marks.

As for giving feedback, students would receive individual feedback on every extended

response highlighting specific things in a positive or constructive manner. Students would

also make use of the feedback they’ve received from their teacher and their own perception of

their work to fill out the sheet from the template which allows them to reflect on what they’ve

done and then be able to move forward. This is something students can keep to see their own

progress and is also something they can show to parents as an indication of how they will

continue moving forward no matter the marks they receive.

To incorporate differentiation for students who may have diverse learning needs, including

lower ability students and gifted students, I would need to create extra elements. To assist
lower ability students, I would create a scaffold that takes students through the motions of

crafting their extended response, including helping them to make a judgement and taking

information they have learned over the term and putting it to use in their extended response.

For gifted students, I would extend their learning through an optional extra component that

asks them to make a judgement about the future of the popular culture we have studied based

on what they’ve stated in the extended response. This would require a teacher to know the

students well to be able to see where they may need assistance or extension, but this is likely

achieved through teaching them over the course of Year 11 and being aware of the students

and how they learn (AITSL, 2017).

REFERENCE LIST

AITSL. (2017). Australian Professional Teaching Standards for Teachers. Retrieved from:

https://www.aitsl.edu.au/teach/standards

Assessment Resource Centre. (n.d.). Components: Depth Study: Popular Culture. Retrieved

from: https://arc2.nesa.nsw.edu.au/view/byarea/course/15350/component/598

Board of Studies. (2013). Society and Culture: Stage 6 Syllabus. Retrieved from:

https://www.educationstandards.nsw.edu.au/wps/wcm/connect/a595c986-4712-41dc-

9588-0febca96a575/society-culture-st6-syl-from2015.pdf?MOD=AJPERES&CVID=

Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and

technology, 41(4), 47-56.

NSW Education Standards Authority. (2019). Assessment and Reporting in Society and

Culture

Stage 6. Retrieved from:

https://educationstandards.nsw.edu.au/wps/wcm/connect/c5017ba0-af84-4a27-88d1-

d328be9b03ae/assessment-and-reporting-in-society-and-culture-stage-6-nov2019.pdf?

MOD=AJPERES&CVID=

Society and Culture Association. (2019). Assessment HQ. Retrieved from:

https://sca.nsw.edu.au/wp-content/uploads/2019/03/SCANSW_Assessment-HQ_PD-

Day-Resource-Booklet-FEB2019.pdf