VCE Sociology Unit 1, Area of Study 1

Rationale
VCE Sociology approaches many, sometimes challenging topics that are required to
presented in a balanced and sensitive manner. Unit 1 considers Youth and Family, while Unit
2 considered Social norms and breaking the code. Area of Study 1 delves into the category
and experience of youth (VCAA, 2011) which introduces the nature of sociology, its place
in society and empowers the student to consider difference lenses in which to consider issues
relating to youth within their community, country and around the world. In order to keep the
unit relevant to students, keeping primarily with examples of key knowledge and skills is
essential, however the teacher should not be deterred from referring to experiences outside of
youth and adolescence and is encouraged when considering issues from different
perspectives.

The planning of the Area of Study 1 (AoS1) takes into consideration the final point in
which students will be aiming to achieve in relation to the key knowledge and skill in order to
successfully complete requirements for the outcome students should be able to describe the
nature of sociological inquiry and discuss in an informed way youth and adolescence as
social categories (VCAA, 2011). The unit was developed working backwards fundamentally
using an Understanding by Design (Wiggins & McTighe, 2001; 2011) approach to
curriculum development to ensure that students will be able to reach the outcome and achieve
success with the summative assessments by working through the key knowledge and skills
required. Tasks and activities have been planned and suggested throughout this unit with
approaches to teaching and learning encompassing teacher-directed tasks, student-directed
inquiry, group work and individual work while also incorporating general capabilities of the
Australian Curriculum of embracing ICT use within the classroom, ensuring Indigenous and

Torres Strait Islander perspectives are considered and engaging with not only Asian
perspectives, but overall global awareness and promoting health, civic and environmental
literacies that have been weaved throughout the unit under 21st century skills as highlighted
by Gilbert & Hoepper (2014).

The content column strongly reflects and builds upon key knowledge for the AoS,
while a number of resources have been included for use in addition to the prescribed text the
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015). The beginning of the planner has
been padded out to give a demonstration of the ways in which resources can be utilised,
however has been cut down throughout to assist with brevity. In regards to textbooks, it
should be assumed that the VCE Sociology Units 1 & 2 text is to be used unless otherwise
stated.

Key concepts to be covered in the unit include not only the fundamentals of what
sociology and the sociological imagination is, its general application and research
methodology, but also considers questions such as:
How to my experiences count towards society? What perspectives are there to the many
issues that exists for youth around the world? How has this changed over time? What is the
place of youth and adolescents in society? Does this vary between country, ethnicity, region,
beliefs, gender, technology? What are the perceptions of others on youth and adolescents?

This unit is exciting as it provides our students with perspective on issues, encourages them
to become critical thinkers and be confident in approaching challenging topics from an
informed perspective.

For simplification purposes, the table below has been included (table 1) as a guide to
the Key Knowledge and Key Skills being addressed throughout the AoS planner.

Table 1: Summary and coding attributed to VCAAs Key Knowledge and Key Skills for
Sociology Unit 1, Area of Study 1 (2011)

3
Week 1

Outcomes1

Content

Pedagogies

Assessment

Resources

Concepts/Topics

Introduction to unit & AoS

Outline requirements & expectations; establish safe classroom policy

Diagnostic Assessment
Think-post-share (class discussion)
What is sociology? Students think, post
phrases/words on post-its, share thoughts
via class discussion

Resources
Youtube
Music video (music video Downtown
https://www.youtube.com/watch?v=JGhoLcsr8G
A

Formative Assessment:
Kahoot.it: Questions will include:
Sociological inquiry is defined as; what
factors influence sociological inquiry; what
occupations are relevant to sociological
inquiry; who introduced the idea of the
sociological imagination in 1959; the
sociological imagination involves

What is sociology (choose 1-2 of following)

https://www.youtube.com/watch?v=e5pp_fZDU8I
https://www.youtube.com/watch?v=LK5J0cM-HE
https://www.youtube.com/watch?v=TFdUtCA
XAUM#action=share
https://www.youtube.com/watch?t=123&v=o3
gqsjMZ2CU

What is sociology? Why is it

important?
KK1
KS1; KS2; KS4

Sociology in the world around us

Commonalities of sociology in
cross-curricular studies
Sociology as a social science/
Employment opportunities
Orphans in Cambodia and the
sociological imagination

(Diagnostic Assessment)
Teacher examples of sociology in everyday life
Secure interest in unit through an abundance of stimulus: Youtube videos,
newspaper articles, magazines, blogs, articles.
Class lectures & activities
Watch & Analyse
Downtown2 melting pot of fashion, culture, music, alternative styles over
the ages (USA). Teacher guided discussion: Relationship with sociology.
Active watching (students given questions to answer before watching videos)
of what is sociology & why is it important. Teacher highlights sociology in world
around us.
Application through examples
Students write down & explain own examples of sociological situation and two
different actions taken/observed. Note factors affecting observer action (e.g.
age, gender, culture, religion).
Social science/employment opportunities/Cross-curricular similarities
Class discussion, students take notes on sociology as social science.
Research
Employment opportunities available with sociology

Formative Assessment:
Exit ticket: Written responses to: What is
sociology? Why is it considered a social
science? What is the sociological
imagination? Provide an example explaining
the different points of view.
*ongoing activity*
Working Glossary: Glossary of key terms
defined; example provided.
(Impromptu checks throughout unit, passed
up at end of term S/NS mark)

Sociological imagination task Analysis of sources; critical thinking

Show positive image/s of helping orphans in Cambodia. Students write a
paragraph about what they think regarding issue.
Class discussion
Show turning point and negative images of helping orphans in Cambodia.
Class discussion regarding different points of view.
Cover formal information regarding the sociological imagination. Student
write a paragraph again about helping orphans in Cambodia.
Workbook activity: 1.01

1
2

Outcomes for Key Knowledge and Key Skills obtained from VCAA Sociology Study Design (2012)
Must be mindful of school culture. This may be an inappropriate video, however if appropriate, students will love it and get hooked analysing the sociological perspectives within it.

Why is sociology important:

https://www.youtube.com/watch?v=1xTx8kMiSc
w
British animation on social sciences by Economic
& Research Council:
https://www.youtube.com/watch?v=BiLj35g_cAU
Orphans in Cambodia task (resources)
Positive view, turning point & negative view.
See Appendix 1
Sociological imagination explained:
https://www.youtube.com/watch?v=M5ocDRJ
kmoo

Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe,
2015) pgs 5-9.
www.seek.com.au; www.careerone.com.au

4
Week 2

Outcomes

KK1
KS1; KS2; KS3; KS4

Content

Pedagogies

Assessment

Resources

Concepts/Topics

Through the lens

Revisit different perspectives of orphanages in Cambodia.
Formalise sociological perspective through:
Teacher-directed learning (class lectures including PowerPoint)

Formative Assessment
Chatterbox task (see Appendix 2)

Resources
Youtube
Research methods in sociology:
https://www.youtube.com/watch?v=fkEIMMfmSyQ

Sociological theories &

perspectives: Functionalism
Marxism, Feminism
Sociological research & methods of
studying sociology
Commonalities of methods of study
in cross-curricular studies

Define, Explain, Analyse: Student-centred specialists & jigsaw activity for

functionalist, Marxist and feminist sociological perspectives
6 groups specialise in one perspective (2 groups/perspective). Describe it
(who/when/where/what) and provide two examples (include one
referenced resource) Include advantages & disadvantages.
Jigsaw
Split groups up so each new group has one expert for each theory.
Use Padlet/Google Docs to compile summaries and explanations of
sociological perspectives.
Chatterbox Activity (See Appendix 2)
Evaluate reliability of information group work
Provide infographs & images that are accurate and inaccurate for a topic
such as Indigenous education; gap year statistics
Students to analyse the data in groups and present to class (no extra
research allowed) and present stance of the group.
Class discussion around data reliability. Leads to *research methods*.
Research Methods lecture style, Youtube & textbook
Images throughout to identify qualitative data, quantitative data,
experiment, survey, questionnaire, interview, fieldwork, participant
observation, secondary (& primary) analysis.
Teacher to articulate link with other VCE methods
Workbook Activity: 1.06 & 1.07

Appendix 13

Kahoot
Research Methods

Longitudinal Studies of Australian Youth

http://www.lsay.edu.au/lsay/index.php#home
*ongoing activity*
Working Glossary:
Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 7-11.

5
Week 3

Outcomes
KK2; KK3
KS1; KS2; KS3; KS5

Content

Pedagogies

Assessment

Resources

Concepts/Topics

Class exploration: Padlet/Google Docs table graph in time

Pre-organised graph with each decade from 1910 today
Many rows (which can be added to)
Students are to choose 2 countries (one western & non-western) and pick
two very different decades. Students are to research & summarise a youth
issue e.g. teen pregnancy; education. Include a common opinion of the
day, and the same issue for a different decade. Your resources can be
hyperlinked. (Keep in mind reliability of sources).

Formative Assessment:

Resources
Categorisation/prejudice/stereotypes:
Lets take an extra second Coke ad Spanish:
https://www.youtube.com/watch?v=gASeWAwQ96A

Sociological study and relevance to

time and place
Sociological discourse
Categorisation of youth and
adolescence and the change in
definitions over time

Sociological Discourse: Teacher-directed instruction/textbook

*ongoing activity*
Working Glossary
Formative Assessment:
Workbook Activity 1.08

Remove labels this Ramadan (Coke ad):

https://www.youtube.com/watch?v=84OT0NLlqfM

Google form: students form some of their

own questions and provide answers to topics Student Resources
Classify, define, apply, evaluate: Categorisation.
covered thus far (teacher provides topics)
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
Magazines & news articles: Students to work in pairs and rip out images of Assessment for & of learning.
pgs 12-14
youth a classify them (however the like). Create categories and pin on
board. Class discussion around categorisation of youth (and people). What
www.antidiscrimination.gov.au
are the advantages/benefits and disadvantages/limitations of
www.hreoc.gov.au
categorisation?
www.humanrightscommission.vic.gov.au
Evaluate: Activity sheet
See Error! Reference source not found.
Youth & adolescence
Identify similarities & differences using a Venn diagram (SEV, 2015)
Discussion of SACs:
Part A) Written test including multiple choice, short answer, and an
extended answer response (50% of marks for AoS1)
Part B) Multimedia Presentation (50% of marks for AoS1)

6
Week 4

Outcomes
KK3; K4
KS1; KS3; KS6

Content

Pedagogies

Assessment

Resources

Concepts/Topics
Categorisation of youth and
adolescence and the change in
definitions over time

Explore, analyse: Active watching of soaps (Neighbours, Degrassi Junior

High, A Country Practice, Henderson Kids, Grease trailer of 1970s-1990s)
When was it filmed? Set? Students to make note of 3 features that are
similar & 3 features that are different to how things are today.
Pair up and discuss with person next to them their findings.
Share with class class discussion

Formative Assessment:
Class participation and completion of
activities will play a large role in formative
assessment this week.

A Country Practice 1984 (with Nicole Kidman)

https://www.youtube.com/watch?v=GYGqbJou-7g

Factors leading to differences in

experience of being young (positive
& negative experiences)

Create research questions: Interview

Conduct an interview with a person born prior to 1960 on their youth
experiences and categories they encountered. Following ethical principles,
record your interview (via audio or video with informed consent). Write a
report on your findings and comparisons with adolescents of today. (If you
can, interview someone of a different ethnic background to your own).
Present to the class (Week 6)

*ongoing activity*
Working Glossary
Kahoot
Google Form Interview question
formation.

Puberty Blues: TV, lawn mower; board games;

smacking https://youtu.be/sTvAEqz7C-A?t=1184
Positive Experience in Mercedes Benz
https://www.youtube.com/watch?v=zSlhbBBBi3A
Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 12-14
Finding Friendship on the Internet (Pacific Standard
Article) http://www.psmag.com/nature-andtechnology/my-best-friend-is-named-dogpound99

Briefing for SAC

Week 5

Outcomes

KK3; KK4
KS1; KS2; KS3;
KS4; KS6; KS7

Content

Pedagogies

Assessment

Resources

Concepts/Topics

Flipped classroom
Students to read ahead pgs14-17 to enable content to be covered at
deeper level earlier.

SUMMATIVE ASSESSMENT
Test SAC
Will address Outcome describe the nature
of sociological inquiry. It will include: the
nature of sociology, the sociological
imagination, sociological perspectives.
Part A) Written test including multiple
choice, short answer, and an extended
answer response (50% of marks for AoS1)

Growing up Poor ABC Four Corners

www.abc.net.au/4corners/stories/2012/09/20/35942
98.htm

Factors leading to differences in

experience of being young (positive
& negative experiences)
Ethnicity, cultural hybridity, social
class, intergenerational inequality

Compare and analyse (Activity 1.09)

Compare data from the ABS website on children & youth with regards to
gender, age, class, ethnicity, residential area. Reflect upon what you have
access to.
Read, create a table of factors influencing Miss Japans experience and
outline (plan) three ways in which positive social change can be made
Being hafu article
Working time: Collate interview material and prepare for presentation
(use Activity 1.11 as a guide)
Flipped classroom: Students read pgs17-27 over weekend

Formative Assessment
Kahoot (quick one to check students have
completed reading)
Formative Assessment
Compare & analyse task with guided selfreflection

www.getup.org.au
www.multicultural.vic.gov.au
www.multiculturalaustralia.edu.au
www.racisismnoway.com.au
www.aedc.gov.au
www.abs.gov.au
Being hafu in Japan: Mixed-race people face ridicule,
rejection (Al Jazeera America)
http://america.aljazeera.com/articles/2015/9/9/hafuin-japan-mixed-race.html
Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 14-17

7
Week 6

Outcomes

KK4
KS1; KS2; KS3;
KS6; KS7

Content

Pedagogies

Assessment

Resources

Concepts/Topics
Factors leading to differences in
experience of being young

Presentations (3-4mins) of interviews and analysis.

Formative Assessment
Kahoot (quick one to check students have
completed reading & check understanding)

Thai Life Insurance ad (education, location, gender,

unemployment of mother)
https://www.youtube.com/watch?v=K9vFWA1rnWc

Formative Assessment formal

Presentation of interviews conducted

Microsoft ad India: Arranged marriage:

https://www.youtube.com/watch?v=yQsK_3YASyM

*ongoing activity*
Working Glossary (good week to check it)

Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 17-27

Factors: Location (Rural/urban),

gender, sexual orientation,
demography changes, technology,
cultural formations and changes to
them, education, unemployment,
attitudes towards environmental
and social sustainability

Jigsaw activity for factors affecting experience of being young. Make

group posters and pin around room.
Active watching Growing up Poor
Students to identify categorisation; factors contributing to experiences.
Complete workbook questions Activity 1.10
Exam style questions short answer
Breakdown, understand, answer
Working lesson on glossary
Many terms and example to be provided.

Week 7

Outcomes

KK4
KS1; KS2; KS3

Content

Pedagogies

Assessment

Resources

Concepts/Topics
Factors leading to differences in
experience of being young
continued

Film analysis: I am a girl

Aziza, Afghanistan or Manu, PNG
Briefly describe the situation. What social category do they fit within?
Explain the factors contributing to Azizas/Manus negative experiences. (2
pages handwritten)

Formative Assessment
Film Analysis

I am a girl https://vimeo.com/87332415 (Aziza)

I am a girl https://vimeo.com/82044145 (Manu)

*ongoing activity*
Working Glossary

Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 14-27

Personal stories of female youth

Youth relevant blog/website

Hot-seat
Students given scenario and persona (created by teacher) and they need to
answer questions from that persons perspective. Other students ask
questions and build a profile (on Padlet/Google Docs live behind the
person in the hot seat).
Exam style questions short & extended answer
Breakdown, understand, answer
Create a blog/website for youth (adjusted from Activity 1.12)
Include 2+ articles on relevant issues, 2 interviews, 1 self-help page or quiz,
4 advertisements (from appropriate sponsoring companies), appealing UI
(User Interface), and be targeted with your audience
Flipped classroom pgs 28-33

Potential websites: www.wix.com; www.weebly.com;

www.wordpress.com

8
Week 8

Outcomes

KK5
KS1; KS2; KS3;
KS4; KS6

Content

Pedagogies

Assessment

Resources

Concepts/Topics
Reasons for categorisation of youth
and adolescence.

Class debate (opener)

Controversial topics Men/Women make better drivers; Women make
better mothers. Split into groups that agree with each other and allow
them to build their case including evidence and rebuttal.

*ongoing activity*
Working Glossary

Stereotyping/prejudice
Images: see Appendix 3
Ageism: https://www.youtube.com/watch?v=irCS2_27ytI

Homogenous thinking about youth

and adolescence
Stereotyping, prejudice,
discrimination

Exam style questions extended response

Breakdown, understand, answer
Table talk group work
Discuss reasons for homogenous thinking. Draw up the advantages and
disadvantages. Explain key terms of: stereotype, prejudice & discrimination

Formative Assessment
Exam style questions
Student-directed inquiry
Topic, case study/ies, view points &
discussion points established.

Student-directed (teacher guided) inquiry based lessons

Now students have a wealth of knowledge and key skills, for the final two
weeks they can create their own sociological inquiry.
Define the scope and inquiry questions to be addressed
Research methods to be used
Identify reliable and balanced source material for use
Develop outline

Women: Know your limits! (BBC Comedy)

https://www.youtube.com/watch?v=LS37SNYjg8w
Women dont drive (Harry Enfield, UK)
https://www.youtube.com/watch?v=mXzqAC_7Vxg
Saudi Historian: Our Women should not be allowed to
drive https://www.youtube.com/watch?v=KQEeXmcWOxI
Stereotyping (Family Guy):
https://www.youtube.com/watch?v=zFeNLEnV8r4
Discrimination
3yr old Aboriginal girl told she could not dress as Disneys
Elsa because Queen Elsa is not black:
http://www.dailymail.co.uk/news/article-3136947/Alwayslet-Queen-Elsa-sends-heartfelt-message-Aboriginal-girl-3told-not-dress-favourite-Frozen-character-black.html

Week 9

Outcomes

Content

Ped4agogies

Assessment

Resources

Concepts/Topics
Reasons for categorisation of youth
and adolescence.

Student-directed (teacher guided) inquiry based lessons continued

Define the scope and inquiry questions to be addressed
Research methods to be used
Identify reliable and balanced source material for use
Develop outline
Bring material together to be presented in cohesive manner
Findings and conclusions
Peer-assessment

Formative Assessment - formal

Submit glossary start of week
(to hand back for study by weekend)

Go back to where you came from (SBS)

http://www.sbs.com.au/programs/go-back-to-where-youcame-from

Formative Assessment
Kahoot

Aboriginal girl blindfolds herself and asks strangers for hugs

http://www.buzzfeed.com/jemimaskelley/do-you-trustme#.ngJLwdKWr
White doll/black doll:
https://www.youtube.com/watch?v=WG7U1QsUd1g
Girl like me: https://www.youtube.com/watch?v=17fEy0q6yqc

Homogenous thinking about youth

and adolescence
KK1; KK2; KK4;
KK5
KS1; KS2; KS3;
KS4; KS6; KS7; KS8

Stereotyping, prejudice,
discrimination
Inquiry based learning task

Exam style questions extended response

Breakdown, understand, answer

Student-directed inquiry
Peer assessment

Children & the Psychology of white supremacy:

https://www.youtube.com/watch?v=MTYn1WRCuoU
KKK A secret history Part 2
https://www.youtube.com/watch?v=iKJtrKo29G8&feature=re
lated;
Part 3 https://www.youtube.com/watch?v=LXH34AfEgsg

9
Week 10

Outcomes

KK1; KK2; KK4;

KK5
KS1; KS2; KS3;
KS4; KS6; KS7; KS8

Content

Pedagogies

Assessment

Resources

Summative task
MAJOR ASSESSMENT

SAC Major assessment piece

Double lesson required. ICT based multimedia presentation.
See Appendix 4

Summative Assessment:
Multimedia presentation must be a double
period. Computer centre (must complete on
school computers). (See Appendix 5)

Watch any of the resources previously listed in full.

e.g. Go back to where you came from; I am a girl;
Cambodian Orphan industry & voluntourism; the KK

Case study analysis

Watch analyse
Kahoot student directed (they provide questions and answers)
For any time remaining within the unit
Preparation for AoS2
Topic introduction

Formative assessment
Kahoot

10
Appendix 1

Teacher Resources for perspectives on adoption, volunteering and work in

Cambodia and its orphanages
Positive view on adoption & volunteering and work in Cambodian and its orphanages:
http://www.timesofmalta.com/articles/view/20130826/local/-After-what-I-ve-seen-I-m-giving-something-back-.483562
Image of western women at foreign orphanage:
http://www.gse.upenn.edu/sites/gse.upenn.edu.global_ed/files/NCS%20and%20Village%20Children.jpeg
Image of western men on gap year: https://images.gapyear.com/images/made/images/content/group_582_436.jpg
Image of Cambodian boys smiling: https://2dbdd5116ffa30a49aa8c03f075f8191fb4e60e74b907071aee8.ssl.cf1.rackcdn.com/1831285_1408661658.6802.jpg
Image: Teen school girls in Cambodia: https://katemccoyjewellery.files.wordpress.com/2013/10/kids-from-cct-orphanage-cambodia.png
Image: Children in school uniform with westerners: http://web.ncf.ca/da710/RicePhotos/img1.jpg
Image: Sign Orphanage. Tourists Welcome: http://news.images.itv.com/image/file/429907/image_update_img.jpg
Image: Cornerstone Orphanage: http://ishizue-cambodia.org/eng/syokai/images/syokai_main.jpg
Unicef Factographs: http://www.unicef.org/cambodia/12682_23277.html
Change in tone:
Article Calgary Herald (Alberta, Canada): Cambodian orphans donate to flood victims of Alberta
http://www.calgaryherald.com/news/Cambodian+orphans+donate+help+Alberta+flood+victims/8584043/story.html
Negative view on adoption & volunteering in Cambodian Orphanages:
Image: Children are not tourist attractions: http://b-i.forbesimg.com/thumbnails/blog_2346/pt_2346_323_o.jpg?t=1369894896
Image: 8 children with signs I am not a tourist attraction https://content2.bestthinking.com/s/1/t-topics/378/images/0bed4cf1-9be3-4e71-882cd104dcb4f7fa_463x347.jpeg
Article: https://www.bestthinking.com/trendingtopics/society_and_humanities/activism/childrens_rights/colonialism-and-compassion-incambodia-s-orphanages2
Cambodias scam orphanages (The New York Times) https://www.youtube.com/watch?v=s_wpVzoLO0A (<6mins)
People & Power Cambodias Orphan Business (Al Jazeera English) https://www.youtube.com/watch?v=-hf_snNO9X8 (25min) The harm of
voluntourism.
101 East Cambodias orphan tourism (Al Jazeera English) https://www.youtube.com/watch?v=hqeHxfnR9OY (25min) With more than
600,000 orphans in Cambodia, we look at the booming business behind the country's orphanages.
Student and teacher resource (for research): http://www.unicef.org/cambodia/overview.html
Residential Care in Cambodia: http://www.unicef.org/cambodia/Fact_sheet_-_residential_care_Cambodia.pdf
Teacher Resource Unicefs position on orphanages - Cambodia: http://www.unicef.org/cambodia/12681_23295.html
Teacher Resource (Student resource for advanced): https://www.bestthinking.com/trendingtopic/relateditem/3039

This screen shot is of comments on the Youtube video by Garry Lee, the first of the positive perspectives.
Advice: put images into PowerPoint/Padlet in order to instigate class discussion.

11

Appendix 2
Chatterbox Formative Assessment
How to fold a chatterbox

Refer to example shown in class about what to write where and how they operate.
You are expected to use the Chatterbox to:
1) Identify the three perspectives of sociological theory studied
2) Describe them (in your own words)
3) Provide an example of each perspective
4) The fourth label should be labelled sociological perspectives and should also be described in your own words with (on the inside) a
statement as to why sociological perspectives are important.
5) Once completed you will be able to quiz your classmates on the perspectives.

Rubric

Created with http://rubistar.4teachers.org/

12

Appendix 2

Source: SEV, 2015

13
Appendix 3

Source: Laura Stewart, St Francis Xavier College

14
Appendix 4
SUMMATIVE ASSESSMENT Multimedia Presentation
Addressing the unit outcome of being able to discuss in an informed way youth and adolescence as social categories.
You will have a double period to complete this ICT based task.
Equipment: You may bring in one summary sheet of resources as specified by your teacher to assist with you task.
This assessment must take place on school computers only.
Summative Assessment:
Multimedia presentation must be a double period. Computer centre (must complete on school computers).
TASK: Compare and contrast youth and adolescence as social categories from a) different perspectives of today (using two theories) OR b) different
perspectives over time (using one theory)

You must include 7 sources of information

You must refer to categories of youth and adolescence
You must refer to factors that lead to experiences of being young (ethnicity, class, gender etc.)
Presentation of your work will be considered.
Referencing

15

Bibliography
Hoepper, R. G. (2014). Teaching Humanities and the Social Sciences: History, Geography and Citizenship. (5th ed.). Melbourne: Cengage.
Victorian Curriculum and Assessment Authority. (2011). Sociology Victorian Certificate of Education Study Design. East Melbourne, Vic:
Victorian Curriculum and Assessment Authority.
Wiggins, G. & McTighe, J. (2001). What is Backwards Design? In Understanding by Design (pp. 7-19). Upper Saddle River, NJ, USA: Merrill
Prentice Hall.
Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA, USA: Association for
Supervision & Curriculum Development. [E-Book].