Society and Culture 2018 HSC exam pack

Students should:

• make it clear how the topic is relevant to Society and Culture
• ensure they provide a clear justification of the research methods
• address their cross cultural perspective and application of continuity and/or change
• use terminology and research methods prescribed in the current syllabus
• clearly outline a conceptually driven topic that utilises terminology from the Society and Culture course
• state a clear aim of research
• consistently use the correct tense throughout the Personal Interest Project (PIP)
• adhere to the PIP requirements regarding word counts.

In better projects, students were able to:

• evaluate their research methods to validate the process of their research
• explain reasons for chosen research methods and engage with validity/bias
• engage with ethical practice (page 21-22 of the Syllabus)
• provide a clear and succinct aim of research
• demonstrate a relationship between their personal experience and choice of topic
• demonstrate a high level of social and cultural literacy in their topic choice
• select a topic that provides enough scope for the development and application of course concepts and appropriate research methods
• draw from contemporary issues.

Students should:

• focus on the research process and the development of their project
• reflect the ‘Process of Research’ steps from p22-23 of syllabus
• avoid diary entry formats or narrative tone.
• adhere to the Personal Interest Project (PIP) requirements regarding word counts.

In better projects, students were able to:

• communicate how they had developed their research skills and the conceptual framework for their topic
• account for challenges in the PIP and how they overcame these challenges
• focus on the decision making process in relation to their research and topic development
• unpack their personal connection to the topic
• discuss the parameters of their topic
• demonstrate a conceptual overview of the process.

Students should:

• synthesise their primary and secondary research
• avoid making broad generalisations
• utilise topic sentences to clearly communicate the intention for each chapter/sub-section of the central material
• focus on synthesis of public knowledge and personal experience
• conduct research to sustain integration across 2500 to 4000 words
• not rely on footnotes to add additional information that should be in the Central Material
• clearly address the cross cultural perspective
• develop deep analysis and cohesive arguments by not segmenting the Central Material into small parts
• consider where to appropriately integrate applicable photographs, tables and/or diagrams
• demonstrate the effectiveness of written communication, achieved through correct grammar and structure
• adhere to the PIP requirements regarding word counts.

In better projects, students were able to:

• provide clear and thorough synthesis and critical analysis of their findings
• demonstrate a balance of primary and secondary research
• apply a high standard of authoritative research and connect this to the topic
• succinctly acknowledge the reliability/validity/bias of primary or secondary material
• integrate relevant related depth study concepts
• triangulated their research effectively
• make sophisticated judgements consistently throughout
• referencing enhances the integration and flow of ideas
• integrate a range of perspectives to ensure a depth of research
• demonstrate an accurate and appropriate understanding of their chosen research method, for example, focus group, content analysis.

Students should:

• reflect on how the project has developed their social and cultural literacy explicitly rather than using a dot point from p25 of the syllabus
• evaluate the process of their research in relation to their growth as a researcher
• analyse, rather than summarising their findings
• adhere to the PIP requirements regarding word counts.

In better projects, students were able to:

• reflect on the research process
• make a judgement that is reflective and linked to the aim of their research
• derive their conclusions based on genuine evidence conducted through the PIP process
• show critical reflection and evaluation of their topic. 

Students should:

• accurately acknowledge all sources used in the research process
• include for each internet site, the URL and the most recent date the site was visited
• utilise quality academic resources that show clear and appropriate annotations.

In better projects, students were able to:

• make informed judgements regarding the reliability, validity and bias of sources
• critically reflect on the usefulness of the sources used
• use a range of primary and secondary resources
• link the annotations to the purpose of the research for both primary and secondary sources.

Students should:

• present a well-structured response that is logical and cohesive
• integrate a range of appropriate and specific examples in responses to clarify ideas
• demonstrate a sustained argument that clearly addresses the question
• avoid narrative and description
• effectively apply course concepts
• appropriately allocate their time according to the varying mark values of each question.

Question 9

In better responses, students were able to:

• choose an appropriate research method from the syllabus to demonstrate their knowledge
• support their choice of research method by making strong links between the features of the research method and the scenario
• integrate relevant course concepts and language into the response
• create a logical response using the lines allocated as a guide to the length of their response.

Areas for students to improve include:

• integrating relevant course concepts
• making links between all areas of the question, rather than creating a narrative.

Question 10

In better responses, students were able to:

• explicitly identify a society
• apply an understanding of the modernisation process throughout the response
• support the response with relevant and specific examples that demonstrate the effect of modernisation
• integrate relevant appropriate concepts, such as westernisation, society, culture, globalisation and change.

Areas for students to improve include:

• avoiding a narrative about the history of a society
• applying appropriate examples to help gain clarity in the response.

Question 11

In better responses, students were able to:

• clearly demonstrate the relationship between consumption and mythology (a)
• effectively apply course concepts such as commodification (a)
• clearly identify changing values such as increasing support for equality and adoption of technology (b)
• make informed judgements about the implications of changes in values on the tension between producers and consumers (b)
• support judgements with the application of appropriate examples drawn from a genre listed in the syllabus (page 41) and from contemporary society (b).

Areas for students to improve include:

• addressing all parts of the question (a)
• demonstrating the application of relevant concepts (a)
• applying appropriate and specific examples
• selecting an appropriate focus study that reflects the contemporary nature of popular culture (b)
• avoiding a narrative or a prepared response (b)
• showing a clear understanding of the implications of changing values.

Question 12

In better responses, students were able to:

• clearly demonstrate an understanding of the process of secularisation (a)
• apply relevant examples, for example, within the ideology of feminism, the value of work and equal pay for women reflects the secular values in Australian society (a)
• show an understanding of an ideology or ideologies, either within a belief system OR a specific ideology (a)
• apply examples to explain a strong connection between secularisation and its relationship with ideologies within Australia (a)
• apply course concepts (including related concepts) to deconstruct the specific influence of technologies on the acceptance and rejection of one belief system or ideology, for example, the modification of values, practices through technologies that led to wider acceptance amongst western cultural traditions (b)
• refer to characteristics of the belief system or ideology and link these to technological changes, for example, showing how Buddhism can gain more acceptance by allowing students to learn from a teacher online, changing the traditional teacher-student relationship (b)
• clearly integrate a range of detailed and relevant examples of technologies to their influence on belief systems or ideologies (b).

Areas for students to improve include:

• clearly linking the influence of secularisation on ideologies (a)
• avoiding a description of a belief system or ideology (b)
• applying examples that include the broad nature of technology, beyond the internet (b)
• demonstrating the relationship between the concepts, for example, the influence of technology on the acceptance and rejection of one belief system or ideology (b)
• referring to one belief system or ideology in depth (b).

Question 13

In better responses, students were able to:

• provide specific examples of socially valued resources and social inclusion (a)
• clearly demonstrate the importance of access to socially valued resources in achieving social inclusion (a)
• show the relationship between socially valued resources and social inclusion (a)
• integrate conceptual language appropriate to social inclusion, such as life chances, social cohesion and social mobility (a)
• provide specific examples of health care, education and social mobility (b)
• clearly address the extent to which access to health care and education influence social mobility for one group (b)
• integrate conceptual language appropriate to social mobility such as social inclusion (b)
• make informed judgements by applying a range of examples that make complex connections (b)
• identify a group (b).

Areas for students to improve include:

• using specific rather than generalised examples (a)
• making appropriate connections evident in terms of why access is important (a)
• demonstrating skills in social and cultural literacy (b)
• supporting responses with accurate data and examples (b)
• understanding health care and education access in relation to social mobility (b)
• applying course language relevant to social mobility, social inclusion and exclusion (b).

Question 14

In better responses, students were able to:

• show a clear understanding of the process of acquiescence (a)
• demonstrate the relationship between individual acquiescence and social influence (a)
• identify different ways an individual can acquiesce (a)
• explain the consequences of not acquiescing in reference to the cause and effect of social influence (a)
• make informed judgements using evidence from a group (b)
• effectively demonstrate how the roles of power and deviance apply and operate within one group (b)
• address how the group responds to internal issues of power and deviance, as opposed to external links (b)
• integrate course concepts that are highly relevant such as de-individuation, values and identity (b)
• distinguish between the different features of both power and deviance; may identify, how they work together (b)
• accurately show how the group links issues of power and deviance to the ways in which the group influences individual members (b)
• use a clearly defined group that is non-conformist in nature (b).

Areas for students to improve include:

• making a specific link to the individual (a)
• applying an understanding of acquiesce (a)
• applying relevant concepts (a)
• structuring the response logically to show why and how (a)
• avoiding lengthy descriptions (b)
• demonstrating an understanding of the concepts of power and authority and their relationship to deviance (b)
• integrating relevant examples (b)
• maintaining a focus on the roles of power and deviance within the group (b).