Sociology U1 Aos 1
Sociology U1 Aos 1
Sociology U1 Aos 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
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
(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)
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.
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
Formative Assessment
Chatterbox task (see Appendix 2)
Resources
Youtube
Research methods in sociology:
https://www.youtube.com/watch?v=fkEIMMfmSyQ
Appendix 13
Kahoot
Research Methods
5
Week 3
Outcomes
KK2; KK3
KS1; KS2; KS3; KS5
Content
Pedagogies
Assessment
Resources
Concepts/Topics
Formative Assessment:
Resources
Categorisation/prejudice/stereotypes:
Lets take an extra second Coke ad Spanish:
https://www.youtube.com/watch?v=gASeWAwQ96A
*ongoing activity*
Working Glossary
Formative Assessment:
Workbook Activity 1.08
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
Formative Assessment:
Class participation and completion of
activities will play a large role in formative
assessment this week.
*ongoing activity*
Working Glossary
Kahoot
Google Form Interview question
formation.
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)
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
Formative Assessment
Kahoot (quick one to check students have
completed reading & check understanding)
*ongoing activity*
Working Glossary (good week to check it)
Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 17-27
Week 7
Outcomes
KK4
KS1; KS2; KS3
Content
Pedagogies
Assessment
Resources
Concepts/Topics
Factors leading to differences in
experience of being young
continued
Formative Assessment
Film Analysis
*ongoing activity*
Working Glossary
Student Resources
VCE Sociology. Units 1 & 2. (Gontier & Donohoe, 2015)
pgs 14-27
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
8
Week 8
Outcomes
KK5
KS1; KS2; KS3;
KS4; KS6
Content
Pedagogies
Assessment
Resources
Concepts/Topics
Reasons for categorisation of youth
and adolescence.
*ongoing activity*
Working Glossary
Stereotyping/prejudice
Images: see Appendix 3
Ageism: https://www.youtube.com/watch?v=irCS2_27ytI
Formative Assessment
Exam style questions
Student-directed inquiry
Topic, case study/ies, view points &
discussion points established.
Week 9
Outcomes
Content
Ped4agogies
Assessment
Resources
Concepts/Topics
Reasons for categorisation of youth
and adolescence.
Formative Assessment
Kahoot
Stereotyping, prejudice,
discrimination
Inquiry based learning task
Student-directed inquiry
Peer assessment
9
Week 10
Outcomes
Content
Pedagogies
Assessment
Resources
Summative task
MAJOR ASSESSMENT
Summative Assessment:
Multimedia presentation must be a double
period. Computer centre (must complete on
school computers). (See Appendix 5)
Formative assessment
Kahoot
10
Appendix 1
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
12
Appendix 2
13
Appendix 3
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)
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].