Society and Culture 2024 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:

• clearly identify two distinct ways the researcher can improve the validity of the research
• provide a detailed justification of how each way will specifically improve validity
• demonstrate an accurate understanding of validity
• address specific features of the stimulus when making a justification
• present a logical response that demonstrates clarity in the reasoning or justification.

Areas for students to improve include:

• engaging with more than one feature of the stimulus
• using the stimulus to directly inform justifications
• making clear how/why the suggested ways will specifically improve validity. For example, ‘increasing the sample size from 100 will provide a better representation of Australia’s population, improving validity by increasing the accuracy of results and reducing the margin of error’.

Question 10

In better responses, students were able to:

• demonstrate a clear understanding of the ways modernisation influenced progress in one country
• identify the social, cultural, and/or political context within which the modernising features are evident in the chosen country
• identify when/where/how progress is uniquely demonstrated with the chosen country
• demonstrate a high level of understanding of the ways in which modernisation has influenced progress
• effectively integrate a range of relevant examples specific to the chosen country, supporting references with specific terminology, legislation, norms, practices, or data.

Areas for students to improve include:

• establishing effective examples in relation to the question
• demonstrating a deep understanding of the process/es of modernisation and how they can influence progress
• developing the appropriateness and detail of examples
• showing informed, detailed knowledge of the chosen country
• developing increased cohesion of expression to support clarity
• applying course concepts and extrapolating interactions between concepts in relation to the influence and process of modernisation.

Question 11(a)

In better responses, students were able to:

• demonstrate a clear and detailed comparison of the roles of both official and unofficial censorship in controlling popular culture
• effectively integrate a relevant micro level example to support the response
• effectively apply concepts such as power, authority, consumption and accessibility when comparing the roles of both official and unofficial censorship in controlling popular culture.

Areas for students to improve include:

• clearly addressing the requirements of the question to compare both roles of official and unofficial censorship in controlling popular culture
• ensuring that the micro level example is clear, relevant and effectively integrated
• sustaining discussion through the application of appropriate concepts and language.

Question 11(b)

In better responses, students were able to:

• comprehensively analyse the interaction between mythology and paraphernalia and clearly apply both concepts to the perpetuation of one popular culture
• effectively integrate appropriate examples and a breadth of detailed and accurate information to provide a complex level of analysis
• present a sustained, logical and cohesive response
• effectively apply relevant course concepts and language. For example, mythology, paraphernalia, commercialisation, commodification and consumption.

Areas for students to improve include:

• enhancing the depth of analysis by integrating a wide range of examples that are appropriate to demonstrate analysis
• demonstrating a balanced approach to answering the question, ensuring all components are effectively addressed
• demonstrating a clear understanding of the interaction between mythology and paraphernalia, rather than discussing each separately, in the perpetuation of one popular culture.

Question 12(a)

In better responses, students were able to:

• provide a detailed explanation of the influence of communication technologies on the expression of beliefs at the meso level
• present a well-structured response that is supported with an integrated and relevant example from a belief system or ideology
• integrate and effectively apply a range of course concepts and language related to belief systems and/or ideologies.

Areas for students to improve include:

• engaging effectively with the instructive key word ‘explain’ to form a clear response
• providing a clear example relating to the meso level of society, for example, church or school
• applying accurate and specific example(s) of a belief within a belief system or ideology.

Question 12(b)

In better responses, students were able to:

• demonstrate a deep understanding of the relationship between unique language and identity within one belief system or one ideology
• comprehensively draw out and relate implications through a breadth of detailed and accurate examples relating to the significance of unique language and individual/collective identity
• effectively apply and integrate a range of relevant course concepts and language
• demonstrate cohesiveness with sustained and integrated accurate information related to one belief system or one ideology.

Areas for students to improve include:

• effectively addressing the focus of the question by making comprehensive and explicit connections between unique language and identity
• avoiding descriptive narratives about the belief system or ideology
• demonstrating a sustained and logical analysis of the relationship between unique language and individual/collective identity by integrating a range of examples from texts, unique language, phrases, symbols or discussions of identities developed through rituals, traditions and customs.

Question 13(a)

In better responses, students were able to:

• provide a comparison of ‘race’ and ethnicity, demonstrating a detailed understanding of each of these concepts
• integrate an example that is reflective of how the concepts of ‘race’ and ethnicity may result in social exclusion at the macro level
• apply concepts such as social mobility, identity, and heritage, to increase the effectiveness of the integrated example(s).

Areas for students to improve include:

• integrating the example(s) in a way that supports the comparison of race and ethnicity provided
• using language appropriately to communicate similarities and/or differences between ‘race’ and ethnicity
• demonstrating a clear understanding of the concepts, ‘race’ and ethnicity.

Question 13(b)

In better responses, students were able to:

• provide a comprehensive assessment of the impact of power and stereotyping of one group within one country, supporting their assessment with clear implications on the life course
• support their response with a breadth of information and examples to display a deep understanding of the nature of the topic
• select and apply examples that support all elements of their assessment, including information that illustrate the implications of power and stereotyping
• select a range of concepts that demonstrate the relationship between power, stereotypes and inclusion/exclusion
• sustain a clear and logical assessment throughout the response to support cohesion between ideas.

Areas for students to improve include:

• supporting their response using language related to assessment, such as extent and significance, as well as implications, results and outcomes
• integrating a wide range of detailed evidence to support the response and demonstrating understanding of the group studied
• applying related course concepts, such as social mobility, and life chances to deepen their response to the question and its concepts.

Question 14(a)

In better responses, students were able to:

• provide a detailed explanation of both the social costs and benefits of non-conformity at the micro level of society
• demonstrate appropriate and effective insight when considering the implications of non-conformity to support their explanation
• effectively integrate a relevant example(s)
• apply concepts, such as deindividuation, formal and informal sanctions, to increase the effectiveness of both the explanation and integrated example(s).

Areas for students to improve include:

• clearly addressing all components of the question
• ensuring that examples are clear, relevant and effectively integrated
• focusing on the social costs and benefits of non-conformity at the micro-level, rather than a narrative describing actions of non-conformity
• engaging effectively with the instructive key word ‘explain’ to form a clear response.

Question 14(b)

In better responses, students were able to:

• present a sustained and cohesive analysis by clearly addressing all components of the question and maintaining a focused response
• engage conceptually with the question by considering the role of both social cognition and gender as well as the interactions within and between these concepts
• clearly explain why/how examples of social cognition and gender have influenced conformity within the group
• apply a wide range of detailed and accurate examples from a clearly defined, appropriate subcultural group
• integrate highly relevant related course concepts and language such as social cognition, gender, social cohesion, types of conformity, norms and sanctions.

Areas for students to improve include:

• constructing a central argument that provides a balanced approach and effectively engages with all components of the question
• demonstrating effective communication by avoiding lengthy descriptions
• demonstrating an understanding of relevant concepts such as social cognition, while also distinguishing between social cognition, gender and social cohesion
• discussing the role of social cognition and gender in influencing conformity within the non-conformist group, rather than perceptions of social cognition and gender across wider society
• enhancing the depth of analysis by integrating an appropriate and wide range of examples to support informed judgements.