Society and Culture 2023 HSC exam pack

Students should:

• clearly state the topic and hypothesis for investigation in the introduction
• ensure the topic choice is sociological in its nature
• establish the cross-cultural perspective and scope of continuity and/or change
• focus on the conceptual relevancy of the topic
• make a clear relationship between personal knowledge and public knowledge evident
• make evident the social and/or cultural significance of the topic
• adhere to the Personal Interest Project requirements regarding word limits.

In better projects, students were able to:

• develop a topic and ideas that are inherently sociological and allow for appropriate and comprehensive exploration and application of relevant concepts
• demonstrate social and cultural literacy in their topic choice
• select a contemporary approach to a topic
• create a strongly formed hypothesis that allowed for clarity and direction
• select a topic that provides enough scope for the development and application of course concepts and appropriate research methods
• explain reasons for their chosen research methods and engage with validity and/or bias
• engage with ethical practices of research (page 21 of syllabus)
• evaluate their research methods to validate the process of their research.

Students should:

• further develop their personal connection to the topic
• critically reflect on the limits and challenges of research methods
• highlight the relationship between research findings and new paths of inquiry
• critically examine the sample demographics in relation to the validity of data
• reflect on the ‘Process of Research’ steps (pages 22–23 of the syllabus)
• avoid diary entry formats or a narrative tone.

In better projects, students were able to:

• demonstrate conceptual overview of the process
• identify specific forms of research appropriate for the development of the project
• reflect on the research process and account for critical decisions that led to the development of the topic and research methods
• evaluate the usefulness, validity and/or bias of sources
• reflect on the challenges in the Personal Interest Project and how these were overcome
• elaborate on the current sociological relevance of the topic
• reflect on their personal connection to the topic
• focus on the decision-making process in relation to their topic development and research
• specify any ethical considerations relevant to the topic
• discuss the parameters of their topic. 

Students should:

• establish a context for inquiry through a synthesis of primary and secondary data
• avoid using secondary research as a description of the topic
• use primary research to account for micro interpretations of meso and macro issues
• avoid a historical narrative recount
• integrate cross-cultural comparisons throughout
• identify the continuity and changes across micro, meso and macro levels, and analyse these changes within the framework of course concepts
• sustain engagement with the hypothesis
• reflect on the limitations of research and validity
• develop deep analysis and cohesive arguments by not segmenting the central material into small parts.

In better projects, students were able to:

• provide a clear and sustained synthesis and critical analysis of their findings
• appropriately integrate personal experience and public knowledge
• integrate research effectively by triangulating and correlating data across the Central Material
• make complex judgements
• explain the conceptual implications within a sociological framework
• integrate a range of perspectives to ensure a depth of research
• demonstrate a balance of primary and secondary research
• apply a high standard of authoritative research and connect this to the hypothesis
• demonstrate an accurate and appropriate understanding of their chosen research methods, for example, focus groups, content analysis
• succinctly acknowledge the reliability/validity/bias of primary and secondary material
• effectively apply complex academic language and appropriate concepts to succinctly express ideas
• apply a consistent system of referencing when discussing ideas from primary and secondary resources. 

Students should:

• return to the hypothesis and original goals as outlined in the Introduction
• apply course concepts to account for conclusions
• avoid repeating the Introduction or re-stating conclusions from Central Material
• express the extent to which their hypothesis was confirmed or challenged
• reflect on how the project has explicitly developed their social and cultural literacy
• evaluate the process of their research in relation to their growth as a researcher
• analyse, rather than summarise their findings.

In better projects, students were able to:

• consider the social and/or cultural implications of the research findings
• reflect on the research process
• make a well-reasoned and reflective judgement linked to their hypothesis
• derive their conclusions based on genuine evidence conducted through the Personal Interest Project process
• show critical reflection and evaluation of their hypothesis and research, with a consideration of validity, bias, and reliability
• reflect on how social and cultural literacy was demonstrated throughout the Personal Interest Project process
• critically reflect on the impact of the research and topic in a conceptual way.

Students should:

• accurately reference sources
• critically reflect on how research methods supported the construction of the Personal Interest Project.

In better projects, students were able to:

• demonstrate clear and appropriately detailed annotations that evaluate how the sources contributed to the project
• reflect on the use of sources through the consideration of reliability, validity and bias
• explain the way in which the research contributed to the project
• reflect on primary and secondary research methods.

Students should:

• understand the key words of the question
• integrate relevant Society and Culture terminology into responses
• use the reading time effectively to plan their responses
• plan their extended responses on the lined section of the answer booklet with the heading ‘plan’
• provide a logical and cohesive response using appropriate society and culture information, ideas concepts and statistics
• provide examples, where appropriate, to support their response
• draw on conceptually driven knowledge to respond to the question, demonstrating both depth and range of course understanding.

Question 9

In better responses, students were able to:

• demonstrate clearly and concisely the effect of westernisation on cultural continuity, referring to elements such as cultural loss or cultural diffusion through globalisation, tourism and/or technologies
• integrate a relevant example such as the impact of Western ideals on empowerment, family structure, or democracy on collectivist cultures
• apply relevant course concepts and language to enhance the clarity of explanation and demonstrate a clear understanding of westernisation and cultural continuity. 

Areas for students to improve include:

• moving beyond an outline of westernisation to applying an understanding and clearly explaining its impact on cultural continuity. 

Question 10

In better responses, students were able to:

• demonstrate a clear understanding about resistance to social change and how this influenced progress in ONE country. For example, individuals and groups that benefit from keeping things the same rather than having social change
• integrate judgement(s) throughout the response and support with well-informed example(s) of evidence from ONE country
• address the key words in the question to make a judgement on the extent of influence on progress as a result of resistance to change in ONE country. 

Areas for students to improve include:

• developing their understanding about resistance to change and making conceptual links to its influence on progress in ONE country avoiding a descriptive narrative about the history of a country or retelling learnt content without applying it to the question.  

Question 11(a)

In better responses, students were able to:

• demonstrate a clear understanding of trends in popular culture through the application of content analysis, reflecting a strong understanding of the prescribed research method
• identify trends that are significant or enduring and directly connected to popular culture
• determine the appropriateness of content analysis in researching trends in popular culture
• use evaluative language to support the justification of the use of content analysis when researching trends in popular culture
• support their justification by effectively considering a relevant example and integrating it within the response.  

Areas for students to improve include:

• clearly addressing all components of the question coherently and logically, moving beyond a narrative or descriptive response
• sustaining discussion using appropriate concepts and language to support the justification of the use of content analysis when researching trends in popular culture
• identifying and integrating a specific example from popular culture.

Question 11(b)

In better responses, students were able to:

• assess the significance of both conflict and continuity in the development of ONE specific popular culture, demonstrating a clear understanding of how these factors have interacted
• communicate a well-structured and logically sequenced assessment, effectively weighing the impact of conflict and continuity on the development of ONE popular culture
• effectively integrate appropriate examples with relevant information to make informed judgements and provide in-depth analysis
• effectively apply relevant course concepts and language including: cultural diffusion, values, globalisation, commodification, technologies and ideologies.

Areas for students to improve include:

• developing a multifaceted understanding of the chosen popular culture, including the historical, social, and cultural dimensions, to allow for a more holistic analysis
• applying knowledge of a popular culture to address all parts of the question rather than providing an historical narrative of the popular culture.  

Question 12(a)

In better responses, students were able to:

• demonstrate a thorough justification of the use of interviews when researching a contemporary issue in a belief system or ideology. For example, collecting expert qualitative data on the ideology of environmentalism about a contemporary issue such as climate change
• present a well-structured response supported by clearly stated reasons and integrating a belief or ideology example.

Areas for students to improve include:

• explicitly discussing the qualities of interviews, moving beyond descriptions of the research method of interview
• applying an accurate and specific example of a contemporary issue in a belief system or ideology.

Question 12(b)

In better responses, students were able to:

• demonstrate a deep understanding of how the concepts of time and institutional power impact the adherents of ONE belief system or ONE ideology
• support a well-informed and comprehensive evaluation with an example(s)  
• effectively apply and integrate a range of relevant concepts, such as continuity, change, power, authority.

Areas for students to improve include:

• effectively addressing the focus of the question and making explicit connections between the concepts of time and institutional power and the impacts of these on adherents of ONE belief system or ONE ideology
• avoiding narratives about the belief system or ideology
• clearly explaining the role and the impact of institutional power, such as the government, law, family or school, on adherents of ONE belief system or ideology over time.

Question 13(a)

In better responses, students were able to:

• provide a thorough justification of the use of data analysis for researching social inclusion
• support their understanding with the integration of a specific example, integrating contemporary data
• integrate conceptual language appropriate to data analysis and social inclusion such as prejudice and discrimination, extrapolating trends and analysing statistics.  

Areas for students to improve include:

• making appropriate, deeper connections between the concepts in the question and applying the example(s) to support ideas related to the question 
• referencing data sources and specific evidence to increase the credibility of the example(s).  

Question 13(b)

In better responses, students were able to:

• provide a comprehensive assessment of the influence of both authority and social differentiation on the future of ONE group
• support their response with detailed and accurate evidence while sustaining a focus on the question and its concepts
• demonstrate conceptual depth in their assessment by relating and applying course concepts from the question when making judgements about the influence on the future.  

Areas for students to improve include:

• increasing the breadth and depth of examples used to support the response, such as access to socially valued resources in considering social differentiation 
• increasing the connectivity between examples and ideas, which lends itself to a deeper understanding of the future for ONE group. 

Question 14(a)

In better responses, students were able to:

• demonstrate accurate knowledge of the use of observation as a research method
• apply the quantitative features of observation as a research method
• demonstrate understanding of how to justify by stating and supporting a clear argument about the use of observation for researching a contemporary issue related to nonconformity
• support their response with an appropriate, detailed example where the features of the example are drawn out and unpacked effectively to illustrate the justification.

Areas for students to improve include:

• avoiding confusion with the features of other research methods such as content analysis, data analysis, and secondary research
• using course-specific examples of issues related to nonconformity. 

Question 14(b)

In better responses, students were able to:

• provide a comprehensive assessment by considering a range of ways worldview and self-concept contribute to the development of ONE subcultural group
• clearly explain why/how examples of both worldview and self-concept have been significant to the development of the subcultural group
• integrate highly relevant related course concepts and language such as, social cohesion, community, identity, and interactions.

Areas for students to improve include:

• constructing a central argument that engages with all parts of the question
• demonstrating effective communication by avoiding lengthy descriptions   
• demonstrating an understanding of relevant concepts such as worldview
• avoiding confusion between self-concept and social cohesion
• elaborating on why/how examples of worldview and self-concept have been significant to the development of the subcultural group.