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2C Society and Culture Curriculum – Assignment 2

Stage 6 Assessment Task – HSC Depth Study: Popular Culture

17547840 Nilufer Hakim

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Formal Assessment Task – Society and Culture (Year 12)

HSC Depth Study: Popular Culture, Film: Diversity in Superhero Film Franchises (Marvel
and DC)

Task: Individual Due Date: Friday 28th June

Presentation + Duration: 2019
Weighting: Reflection
20% 10 mins
(presentation)
400 words
(reflection)

Rational: In this formal assessment, students are to do an in-class presentation on the

application and evaluation of 3 related depth study concepts and integrated fundamental
and additional course concepts applicable to sociocultural topics and their features,
identified within the study on diversity in superheroes within the contemporary DC and
Marvel film franchises, and their impact on the interaction between popular culture, society
and the individual.

Task:
 Select one identified sociocultural topic approach of this depth study on diversity
within superheroes in film franchises;
- Race (Black Panther, Spiderman, Avengers, Aquaman etc)
- Gender/sexuality (Wonder Woman, Avengers, Deadpool, X-Men, Captain
Marvel etc)
 Select at least 3 examples of, characters, scenes, plot, events, symbols, mis en
scene, visual aesthetics, film features, costume, dialogue, camera angles or any of
the film elements and techniques studied, that represent or manifest the features of
this topic.
 Select 3 related depth study concepts that you can apply and examine the features
of the topic examples and the impact of its interaction with the culture of
superheroes, society and the individual. Include;
- A thorough analysis of relationships and interactions between concerned social
and cultural groups (producers, actors, media, consumers and audience, social
media etc).
- Integrate into your evaluations; appropriate fundamental and additional
concepts to the range of characters where they apply.
 Evaluate your information and discuss the influence of your selected diversity topic
within the franchises, on social and cultural groups and individuals, through the;
- aspects, possibilities and/or implications for the near future.
- use the concepts continuity and change as a lens.
 In 400 words, reflect on your selection and evaluation process on your choice of
topic regarding diversity and the associated examples, the film techniques you
selected to explore in your examples, the depth study concepts and other concepts
you chose to include in your application and your approach on the issue for the
future/continuity and change.

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Outcomes
H1 evaluates and effectively applies social and cultural concepts
H3 analyses relationships and interactions within and between social and cultural groups
H5 analyses continuity and change and their influence on personal and social futures
H9 applies complex course language and concepts appropriate for a range of audiences
and contexts
Assessment Criteria:
Students will be assessed on their ability to;
 Examine the impact of one sociocultural topic regarding diversity explored in the
study of superheroes within the two major franchises, and its relationship with
popular culture, society and the individual.
 Effectively and thoroughly apply 3 depth study concepts to evaluate the interaction
between the topic examples and social and cultural groups affiliated with
superheroes within these franchises in a contemporary context.
 Successful application of course language and concepts in their examination of the
impact aspects of diversity in the context of superheroes as popular culture have
had upon audiences within a contemporary context.
 Good analysis of content regarding aspect of continuity and change for personal
and social futures.

Scaffold for differentiation;

This option is for a range of students present within the grade that have identified needs that
pertain to anxiety related concerns. Options for differentiation to cater to students who feel
unable to present in front of the class include;
- Presenting in front of a small panel of teachers they are familiar with from the
subject in a private setting in a classroom.
- Submitting their presentation in video format to be played within the class (with
student permission) or privately to the teacher.
- Submit their presentation in a creative video format which includes animation and
voiceover, this can be applied to power point slides or a PechaKucha slideshow.
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MARKING CRITERIA
Criteria Marks
Student demonstrates extensive knowledge and
understanding of content, concepts, topic and their
application of course language. Analysis of interaction
9-10
between subject content and impact on social and culture
groups and aspect of influence on social and cultural
futures is complex and effective.
Student demonstrates thorough knowledge and
understanding of content, concepts, topic and their
application of course language. Analysis of interaction
7-8
between subject content and impact on social and culture
groups and aspect of influence on social and cultural
futures is complex.
Student demonstrates sound knowledge and
understanding of content, concepts, topic and their
application of course language. Analysis of interaction
5-6
between subject content and impact on social and culture
groups and aspect of influence on social and cultural
futures is appropriate.
Student demonstrates basic knowledge and understanding
of content, concepts, topic and their application of course
language. Analysis of interaction between subject content 3-4
and impact on social and culture groups and aspect of
influence on social and cultural futures is descriptive.
Student demonstrates elementary knowledge and
understanding of content, concepts, topic and their
application of course language. Analysis of interaction
1-2
between subject content and impact on social and culture
groups and aspect of influence on social and cultural
futures is limited.
Student has shown zero attempt at the assignment OR has
plagiarised work.
0
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Evaluation on Assessment

Assessment has long been a subject of educational discourse, especially within the Australian

teaching context. This brief evaluation of assessment will focus on its importance as a whole,

the importance of feedback, design of this particular assessment task and the ways in which

this evaluation will inform my own teaching practise as a future teacher.

The importance of assessment lies therein its vitality as a part of learning, planning in

the long term, making decisions and most importantly, an established process to improve the

quality of both teaching and learning. This improvement is achieved through various layers

of assessment on student learning, from student outcomes, student competency and

independency to their acquisition and understanding to interpret the sustainability of their

learning (Rockman, 2013). Next to identifying milestones in assessment, assessment that is

ingrained within classroom learning, that is formative assessment where teachers can

examine the course of a student’s progress or lack thereof, is another vital component of

assessment. This aspect of assessment can often be provided by students themselves,

allowing educator’s a deeper insight into specifics such as; revision on curriculum, review on

programs, course sequences and instruction (Rockman, 2013).

The aspect of formative assessment, alongside diagnostic assessment, or assessment

for learning and assessment of learning or as learning, are key steps that lead to better

summative assessment. These elements, especially diagnostic assessment, are often

overlooked in higher education curriculum, despite it being an effective tool of measuring

student readiness (Crisp, 2014). Diagnostic assessment is especially important as it is great at

testing “...declarative, procedural and functional knowledge and provides a mechanism for

students to update their prior knowledge or skills so they are better prepared to assimilate

new concepts or understandings” (Crisp, 2014, p. 88). Formative assessment is the next level,
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allowing instructors to question and critique student’s learning in a constructive manner that

will cater to their areas in need to develop skills, as well as providing opportunity to areas in

their skill set that will allow students to progress (Crisp, 2014). The last form of assessment is

summative assessment, which is mainly to grade a student’s capabilities, deducing a final

numbers and judgement on them.

Another element of assessment that is important to consider in this evaluation, is

feedback. Timely, accurate feedback that is returned to students regularly on the grounds of

constructive critique, is supportive by being achievement centred and measures this in

context of criteria, is provided with encouragement and clear cut strategies that target areas

for improvement and align with criteria needs, are some essential components of effective

formative feedback for students (Kealley, 2016). Whilst this may seem limited to one type of

assessment, it is important to view all tasks, as formative to student learning, including

summative tasks, so that students can continue growing. In fact, any form of feedback can be

perceived as response to student achievement, especially in consideration of the fact that not

all feedback is based on identified criteria (Meiers, 2009). It may sometimes be delivered

regarding how pleasing students works were, their acquiring a new skill, reaching a certain

goal, accomplishment or objective, feedback based on meeting success in requirements and

planning to progress onto the next step, is important and useful (Meiers, 2009).

Formative feedback support for teachers instructs that they should reflect and identify

gaps in their pedagogical approach and its reception from students, focus on individual needs

and clarify direction and adjust their instruction (Kealley, 2016).

Feedback in context of assessment is not only restricted to students, it is important to

mention in this evaluation of assessment in general, in the Australian, specifically, the New

South Wales educational context, that reporting schools undergo self-assessment as a means

of reflection to inform their own intended goals and achievements (NSW DOE, 2019). Not
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only are they allotted to being validated externally via panel and submission report, but

schools also abide by a School excellence framework with survey, to “...capture a 'point-in-

time' judgement that has been informed by their ongoing self-assessment processes...”

(NSW DOE, 2019).

As for the design of this assessment task for the HSC depth study ‘Popular Culture’

(BOS/NESA 2013) was structured based on several details from the syllabus outline. Firstly,

the subject of diversity within the major contemporary superhero franchises (film) was

chosen as a focus study due to its contemporary status, popularity within younger audiences

and the range of content available on the reactionary developments between social and

cultural groups. Issues such as rising tensions between racial demographics for when Black

Panther was released, its ‘appropriateness’ in a mainly Caucasian dominated category,

plotlines featuring key roles for characters with diverse gender and sexualities as well as the

uproar caused by the characterization of Captain Marvel and the lead in female representation

in a male dominated industry and genre, were ideal. It also fit the four distinguishing

characteristics of what constituted as ‘popular culture’ (BOS/NESA, 2013). The focus of the

assessment was based on depth study concepts and selected additional and fundamental

concepts, an expectation to apply student independency. The selected outcomes; H1, H3, H5

and H9, seemed an appropriate fit as it required students to evaluate information not only in

terms of interactions, relationships, course language and concepts, but for and leading to an

analysis regarding the aspect continuity and change, an ideal fit to the end of the depth study

where students would have been expected to determine some sort of trend, direction of

impact and implication for the future (BOS/NESA, 2013).

The criteria were adapted from the official grading guidelines set by New South

Wales Government Educations Standards Authority for preliminary stage 6 courses. The

terminology aligned with the general requirements and outcomes of the depth study and the
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reference in scaling lay in key words for student capacity in demonstration such as

‘extensive’ in a ‘complex’ and ‘effective’ manner for grade A and ‘basic’ and ‘appropriate

manner’ for grade C (NESA, n.d.)

In terms of the scaffold of this assessment design for students with anxiety related

concerns, showing teacher commitment to acknowledging the presence of students’ anxieties

as an issue worth recognition and approaching it with positivity and a student strength based

mentality, is a highly effective classroom strategy and intervention (Buchler, 2013).

There are a few aspects from this evaluation that will inform my future teaching

practice, the first being differentiating, in which adjusting to cater to student needs is a

requirement that I will be taking personally into account for my own teacher practise for

future classrooms.

Differentiation from in class learning to implementation in tasks, is a key step to

transforming not only student learning, but pedagogical practise too (Carr & Fraser, 2014),

for example, the scaffold in this task allows students several technological options to access

and submit their assessment task instruction. Where it may seem as a modification of learning

approaches (Carr & Fraser, 2014), this shift in pedagogical narrative is personally

outstanding and important to informing my own practise. This being so, as meeting the needs

of students whose needs can be met with contemporary solutions regarding technology, is an

established component of the quality teaching dimensions ‘Intellectual quality’ as it qualifies

for ‘higher order thinking’ and ‘substantive communication’, and ‘knowledge integration’

which falls under ‘Significance’ (QTF, 2008, p.17). It should be noted that these are not the

only sections ICT requirements are focused on, as two of the domains of the Quality

Teaching model; ‘Professional Knowledge’ and ‘Professional Practise’, encourage use and

implementation of technology to build on ICT skills (QTF, 2008). Furthermore, focus on

integrating technology use and ICT skill development, is mentioned several times within the
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Australian Curriculum (ACARA, 2013) in the educational goals for Australian students, as a

standard to build confident and creative learners and part of the general scope of the entire

curriculum (ACARA, 2013). Lastly, differentiation in general regarding using a range of

strategies and incorporating ICT based learning, are within the Australian Professional

Standards (AITSL, 2011), specifically standards 1.5 and 2.6 (AITSL, 2011).

Additionally, my understanding of the complexity of assessment, especially

summative assessment as this task is based on, will be informed by understanding the

importance of formative and diagnostic assessment. This is to say that the pressure and

guarantee on the thoroughness of reporting from summative tasks, can be eased by dissecting

the load on assessment goals and intentions and working on them from earlier stages, such as

diagnostic and formative assessment (Smith, 2002). This process not only eases the aspect of

assessing for instructors, but refers responsibility and management onto students, building a

cooperative relationship between students and teachers (Smith, 2002).

Overall, the essence of assessment in its varying forms, is a crucial part of successful

pedagogy and personal teaching practise, as it not only informs an educators sense of

responsibility, but heightens their awareness and focus toward the element student

achievement and success.

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References:

Australian Curriculum, Assessment and Reporting Authority. (2013). The shape of the

Australian curriculum version 4.0. Retrieved from:

http://www.acara.edu.au/_resources/The_Shape_of_the_Australian_Curriculum_v4.p

df

Australian Institute for Teaching and School Leadership Limited. (2011). Australian

professional standards for teachers, February 2011. Retrieved from:

https://www.aitsl.edu.au/docs/default-source/general/australian-professional-

standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12

Board of Studies New South Wales/ NSW Education Standards Authority. (2013). ‘HSC

depth study: Popular Culture’. Society and Culture, Stage 6 Syllabus, (p.39-41).

Available online (word document).

Buchler, R. K. (2013). Anxiety-reducing strategies in the classroom. Western Michigan

University, ScholarWorks at WMU. Available at;

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1182&context=dissertati

ons

Carr, N. & Fraser, K. (2014). ‘Factors that shape pedagogical practises in next generation

learning spaces.’ The Future of Learning and Teaching in Next Generation Learning

Spaces. (pp. 175-177). Available at;

https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1766280
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Crisp, G.T. (2014). ‘Assessment in next generation learning spaces’. In The Future of

Learning and Teaching in Next Generation Learning Spaces. (pp. 85-100). Available

at; https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1766280

Kealley, A. (2016). ‘Effective formative assessment in English’. In Boas, E. and Gazis, S.

(eds) The Artful English Teacher: Over 100 Practical Strategies for the English

Classroom, (p.130-150) Adelaide: Australian Association for the Teaching of

English.

Meiers, M. (2009). ‘Responding to Students’ Achievements in English’. In Gannon, S. ,

Howie, M. and Sawyer, W. Charged with Meaning Re-Viewing English. (pp. 321-

342-). Putney: Phoenix Education Pty Ltd.

New South Wales Department of Education. (2019). School Excellency and Accountability;

Self-Assessment. Retrieved from: https://education.nsw.gov.au/teaching-and-

learning/school-excellence-and-accountability/self-assessment

New South Wales Government Education Standards Authority. Common grade scale for

preliminary courses. (n.d.). Retrieved May 08, 2019, from;

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-

curriculum/awarding-grades/monitoring-grades/common-grade-scale

Professional Learning and Leadership Development Directorate. (2008). Quality teaching to

support the NSW Professional Teaching Standards. Retrieved from:

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http://www.kincumberp.schools.nsw.edu.au/documents/10079662/10085935/quality_t

eaching_framework.pdf

Smith, K. A. (2002). Grading Cooperative Projects. New Directions for Teaching and

Learning, (74). (pp. 59-66). Available at: https://onlinelibrary-wiley-

com.ezproxy.uws.edu.au/doi/epdf/10.1002/tl.7406

Rockman, I. F. (2002). The importance of assessment. Reference Services Review, 30(3). (pp.

181-182). Available at; https://search-proquest-

com.ezproxy.uws.edu.au/docview/200489754/fulltextPDF/5831509E73344ED6PQ/1

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