Society and Culture 2025 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 allows 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
• integrate personal experience and public knowledge appropriately
• 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
• reflect critically on the impact of the research and topic in a conceptual way.

Students should:

• reference sources accurately
• reflect critically on how research methods support 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 contribute 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 relevant, 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:

• provide a detailed explanation by identifying multiple reasons for why research is valuable
• illustrate how research is valuable within the context of a contemporary example
• develop detail in their response using course content relating to research, for example, qualitative and quantitative methods, social and cultural literacy.

Areas for students to improve include:

• integrating an example to support their explanation
• responding to the whole question by explaining the value of research and integrating a contemporary example.

Question 10

In better responses, students were able to:

• consider the complex, nuanced effects of globalisation on one aspect provided in the question
• discuss specific sources of globalisation, for example, western influence, economic trade, social media across countries, and their effects
• include specific details, for example, policies, social changes, particular values and statistics about the country, in support of a thorough discussion.

Areas for students to improve include:

• demonstrating understanding of the concept of globalisation and its relevance to the country studied
• sustaining their focus on the question’s key concept throughout the response
• narrowing the examples of the chosen aspect to move from broad statements into specific details.

Question 11 (a)

In better responses, students were able to: 

• demonstrate a thorough understanding of why construction or deconstruction of gender is important in the evolution of one popular culture
• apply concepts such as evolution, construction/deconstruction, gender, consumption effectively when explaining why gender is important in the evolution of one popular culture.

Areas for students to improve include:

• addressing the requirements of the question clearly to show depth of understanding of construction or deconstruction in the evolution of one popular culture
• ensuring that the example is clear, relevant and effectively integrated
• sustaining their explanation through the application of relevant concepts and language.

Question 11 (b)

In better responses, students were able to:

• judge comprehensively the extent to which ethnicity and location influence the consumption of one popular culture
• integrate appropriate examples and a breadth of detailed and accurate information to inform judgements effectively
• apply relevant course concepts and language effectively, for example, ethnicity, location, paraphernalia, technologies, commercialisation, commodification and consumption.

Areas for students to improve include:

• enhancing the depth of their judgement by integrating a wide range of examples to demonstrate the extent to which ethnicity and location influence the consumption of one popular culture
• demonstrating a balanced approach to answering the question, ensuring all components are effectively addressed
• demonstrating a clear understanding of the interaction between ethnicity and location on consumption in the popular culture, rather than discussing each separately.

Question 12 (a)

In better responses, students were able to:

• demonstrate a thorough understanding of how meaning is created for adherents within belief systems and ideologies often through shared values, customs and common worldviews to create a sense of belonging
• integrate a relevant example from belief systems and ideologies to support the explanation of how meaning is created for adherents
• integrate and effectively apply a range of course concepts and language related to belief systems and ideologies.

Areas for students to improve include:

• supporting the response with a range of specific course concepts and language relevant to belief systems and ideologies
• applying an accurate and specific example of how meaning is created for adherents within belief systems and ideologies.

Question 12 (b)

In better responses, students were able to:

• demonstrate a comprehensive understanding of the process and impact of secularisation
• include sustained evaluations of the implications of secularisation through a breadth of detailed and accurate examples relating to the acceptance or rejection of one belief system or ideology
• support their response with a breadth of detailed examples and elaborate on the judgements
• integrate a range of relevant concepts related to the Belief Systems and Ideology depth study effectively.

Areas for students to improve include:

• addressing the focus of the question effectively by making comprehensive judgements about the impact of secularisation on the acceptance or rejection of one belief system or ideology
• providing a sustained and logical evaluation of the impact of secularisation on either acceptance or rejection of one belief system or ideology
• making a detailed evaluation of the impact of secularisation, rather than providing a descriptive narrative about the belief system or ideology.

Question 13 (a)

In better responses, students were able to:

• demonstrate a thorough understanding of social mobility, explaining how movement of individuals or groups within a social hierarchy impacts equality, often through reference to socially valued resources
• select and integrate an example that clearly illustrates the implications of social mobility, for example, how access to education or employment enables social mobility and thereby reduces inequality
• apply a range of well-selected concepts and language, for example, participation, access, social hierarchies, privilege.

Areas for students to improve include:

• demonstrating a clear understanding of social mobility and linking this to broader ideas of inclusion/exclusion and equality
• addressing all components of the question
• providing clarity about complex interactions between concepts, for example, the relationship between social mobility and socially valued resources.

Question 13 (b)

In better responses, students were able to:

• demonstrate understanding of the range of ways that socioeconomic status can impact access to a variety of technologies beyond communication technologies, for example, healthcare, education and employment technologies
• show detailed understanding of the group chosen through specific information, for example, case studies, media reports, statistics, policies, and/or programs
• construct a logical and cohesive response through effective use of structured paragraphs
• communicate a conceptual understanding through the consistent application of relevant language and concepts, for example, class, access, continuity and change, location and/or inclusion
• present a comprehensive evaluation based on the ideas, information and examples developed throughout the response
• integrate relevant examples throughout the response to support ideas and judgements.

Areas for students to improve include:

• demonstrating a comprehensive understanding of all elements of the question
• forming an evaluation about the impact of socioeconomic status, rather than only focusing on technology
• integrating a broad range of specific information to demonstrate depth of understanding and to support an evaluation
• using culturally appropriate terminology when referring to groups such as Aboriginal and/or Torres Strait Islander Peoples.

Question 14 (a)

In better responses, students were able to:

• demonstrate thorough understanding of obedience and how it is influenced by both authority and environment
• provide examples that are highly relevant and integrated effectively to support the response
• apply relevant course concepts.

Areas for students to improve include:

• addressing both the required concepts of authority and environment clearly
• providing relevant examples that demonstrate understanding of the depth study
• making the link between the concepts and how individual obedience is influenced
• integrating specific information to demonstrate depth of understanding, rather than providing a descriptive recount.

Question 14 (b)

In better responses, students were able to:

• consistently provide comprehensive judgements on to what extent society’s perception is influenced by deviance and stereotyping
• support the response with a breadth of detailed examples drawn from one relevant group
• provide a structured response that communicated ideas in a sustained, logical and cohesive way
• apply relevant course concepts that effectively demonstrate knowledge and understanding of the depth study.

Areas for students to improve include:

• selecting a group that allows for the application of a range of relevant examples
• ensuring that both deviance and stereotyping are addressed in the response
• supporting the response with a range of course concepts
• communicating their ideas in a logical, sustained and cohesive manner that avoids description and personal viewpoints.