DRAFT FOR DISCUSSION by 08eMGGL

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									         School Developed Board Endorsed Course


                                           HSIE

                       International Studies

                                          Stage 5


Version 8

20 June 2012

Version 8 can be viewed, in its entirety, at:
http://www.curriculumsupport.education.nsw.gov.au/secondary/hsie/international_studies




Note
The application process for all School Developed Board Endorsed Courses is via Schools Online.
There is a customised eForm for the Stage 5 International Studies course. Applicants are
required to provide a contextualised rationale for their school, an acknowledgement that the
course they wish to deliver is that which sits on the Department of Education and Communities’
website, and a brief assessment plan.

The Guidelines for Course Proposals document has a step-by-step guide for the completion of
applications via Schools Online.

In Section 4 - Step 2 'Create a New Proposal' of this guide, choose the Subject Area of 'Human
Society' from the list provided. You will then see International Studies as an option. This will
take you to the appropriate customised eForm.

Schools may seek advice from their NSW Board of Studies Liaison Officer (BOSLO) for help with
this process.
HSIE International Studies Stage 5




                2
                                   HSIE International Studies Stage 5




                                             Contents


Rationale                                                               4

The Place of the School Developed BEC: HSIE – International Studies     5
Stage 5 in the HSIE K-12 Curriculum

Aim and Objectives                                                      6

Knowledge and Skills Outcomes                                           7

Values                                                                  8

Content Overview                                                        9

Core Study: Understanding Culture and Diversity in Today’s World        10

Optional Modules:

     Option 1: Culture and Beliefs                                      12

     Option 2: Culture and Gender Differences                           14

     Option 3: Culture and the Media                                    16

     Option 4: Culture in Work and the Workplace                        18

     Option 5: Coming to Australia                                      19

     Option 6: Culture and Travel                                       21

     Option 7: Culture and the Creative and Performing Arts             23

     Option 8: Culture and Sport                                        24

     Option 9: Culture and Family Life in China and India               26

     Option 10: Culture and Food                                        28

     Option 11: Culture, Science, Technology and Change                 30

     Option 12: School Developed Option                                 32

     Assessment: HSIE International Studies                             33



                                                   3
                                  HSIE International Studies Stage 5




                      School Developed Board Endorsed Course


                                   International Studies




Rationale


The International Studies BEC equips students, the citizens of the future, with the
capacity to engage, in an appropriate and informed manner, with cultures within Australia
and beyond. In addition to understanding one’s own culture, the study of cultures
requires knowledge that informs values and develops individual and community
commitment to responsible action for a cohesive and just society.

Teaching that promotes respect, responsibility, interconnectedness and understanding,
requires a conceptual framework that enables the transmission of knowledge, intercultural
understanding and values, and their incorporation into one’s own world-view. Through the
study of the International Studies BEC, students will engage with ideas, beliefs and
practices across a wide range of cultures, with an emphasis on those of Asia and the
Pacific. Australia’s geographical proximity to the Asia-Pacific region; the increasing
percentage of Australians with Asian Pacific backgrounds; the economic growth of China
and India; Australia’s growing trade and exchanges with the countries of Asia; and
Australia’s emerging security and humanitarian interests in the region all lend themselves
to a course focus on the cultures of this region.

Australia’s future cultural development, economic growth and identity will depend on how
well Australians take up opportunities through exchanges, and in trade, work, travel and
development partnerships. It will also depend on how well Australians engage with
individuals, businesses, other organisations and governments through intercultural
understanding. Through the International Studies BEC, students gain skills to
conceptualise and perceive interrelationships between themselves and local, national and
global communities. They have opportunities to understand difference, to value inclusion,
and to respect the rights of others. The study of the International Studies BEC
strengthens the ability of students to contribute to harmony and participate in partnership
and cooperation with others.




                                                  4
                             HSIE International Studies Stage 5


The Place of the School Developed BEC: HSIE – International Studies
Stage 5 in the HSIE K-12 Curriculum

                                         Years K-6 HSIE
                                         Early Stage 1-3
                                        Syllabus Strands


Change and                   Environments                  Cultures       Social systems and
continuity                                                                structures




                                            Years 7-10
                                            Stages 4-5
                           (including Life Skills outcomes and content)


History       History    Geography Geography International Aboriginal     Commerce    Work
Mandatory     Elective   Mandatory Elective  Studies       Studies                    Education
                                             BEC




                                            Years 11-12
                                              Stage 6


 Ancient History         Geography                 Aboriginal Studies     Legal Studies
 Modern History                                    Society and Culture    Business Studies
 History Extension                                 Studies of Religion    Economics




            Community, other education and learning, and workplace



                                             5
                                   HSIE International Studies Stage 5


Aim


The aim of the International Studies BEC is for students to know and understand the
significance of culture in their own lives; appreciate the culturally diverse yet interconnected
world in which they live; and to develop skills and values to view cultures, including their own,
from different perspectives.


Objectives

Students will develop knowledge and understanding about:

   the complexity and diversity of cultures and the different beliefs that underpin them from a
    variety of perspectives

   factors that promote stability and change in human societies and their cultures

   the increasing interdependence and interconnectedness of cultures in the contemporary
    world.

Students will develop skills in:

   recognising and challenging stereotypes

   acquiring effective tools for cross cultural interaction in order to communicate successfully
    in cross cultural contexts.




                                                   6
                                     HSIE International Studies Stage 5


Knowledge and Skills Outcomes

Objectives                        Stage 5 Outcomes

Students will develop:            A student:

knowledge and understanding       1. analyses a variety of definitions of culture and how they may
about the complexity and             apply across a range of communities
diversity of cultures and the
different beliefs that underpin   2. identifies historical and contemporary influences on Australian
them from a variety of               culture and society
perspectives
                                  3. accounts for cultural diversity within Australia and other
                                     countries


skills in recognising and         4. explains the nature and contexts of cultural stereotyping
challenging stereotypes
                                  5. analyses the impacts of stereotyping on different cultural
                                     groups


knowledge and understanding       6. accounts for cultural similarities and differences within societies
about factors that promote
stability and change in human     7. explains factors that promote stability and cultural change
societies and their cultures


knowledge and understanding       8. describes the complex, interrelated nature of cultures
about the increasing
interdependence and               9. evaluates culturally significant contemporary issues and events
interconnectedness of cultures       from a variety of cultural perspectives
in the contemporary world


skills in acquiring effective     10. accounts for cultural differences when communicating across
tools for cross cultural              cultures
interaction in order to
communicate successfully in       11. applies knowledge, understanding and skills when participating
cross cultural contexts               in a culturally diverse society

                                  12. selects and uses a range of written, graphic and oral forms,
                                      including ICT, to analyse, describe and communicate about
                                      cultures




                                                     7
                                  HSIE International Studies Stage 5


Values

The International Studies BEC provides opportunities for students to focus on and develop the
values of:

    Respect

    Responsibility

    Cooperation

    Care

    Fairness

    Democracy

and to explore how these values operate in different cultural contexts.




                                                  8
                              HSIE International Studies Stage 5




Content Overview

The content is divided into core and options. The core should precede the options.
The options may be studied in any order.

100-hour course comprises the core and 2-3 options

200-hour course comprises the core and 6-8 options.




                                 International Studies
                                       Stage 5




                                      CORE STUDY

                  Understanding Culture and Diversity in Today’s World

                                    50 indicative hours




                                         Options

                              15-25 indicative hours each

                  1.    Culture and Beliefs
                  2.    Culture and Gender Differences
                  3.    Culture and the Media
                  4.    Culture in Work and the Workplace
                  5.    Coming to Australia
                  6.    Culture and Travel
                  7.    Culture and the Creative and Performing Arts
                  8.    Culture and Sport
                  9.    Culture and Family Life in China and India
                  10. Culture and Food
                  11. Culture, Science, Technology and Change
                  12. School Developed Option




                                              9
                                       HSIE International Studies Stage 5


Core Study: Understanding Culture and Diversity in Today’s World (50 indicative hours)

Focus:    Students study the concept of culture and its many characteristics, and cultural
          diversity in the contemporary world.

 Stage 5 Outcomes

 A student:
 1. analyses a variety of definitions of culture and how they may apply across a range of
    communities
 2. identifies historical and contemporary influences on Australian culture and society
 3. accounts for cultural diversity within Australia and other countries
 6. accounts for cultural similarities and differences within societies
 7. explains factors that promote stability and cultural change
 8. describes the complex, interrelated nature of cultures
 9. evaluates culturally significant contemporary issues and events from a variety of cultural
    perspectives
 10. accounts for cultural differences when communicating across cultures
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                                 Students learn to:


 Understanding Culture

    the definitions of culture                           analyse a range of definitions of culture

    the characteristics of culture                       identify the characteristics of culture

    the dynamic nature of cultures                       identify factors affecting stability and change

    the reasons for cultural change                      describe how aspects of culture reflect and
                                                           affect identity
    the relationship between culture and identity

 Culture and Diversity
 Understanding cultural diversity

 Case studies of two different cultural groups,
 with at least one from Asia
                                                           explain the term ‘diversity’ in the context of
    the characteristics of the chosen cultures             cultures

    the historical development of each culture            identify and describe cultural characteristics
                                                            of different cultures
    how each cultural group identifies itself
                                                           describe the values, beliefs and customs of
    the values and beliefs of each cultural group          different cultural groups

    the similarities and differences across the           outline the similarities and differences
     two cultural groups                                    across cultures and the reasons for those

                                                      10
                                       HSIE International Studies Stage 5


Students learn about:                                   Students learn to:




Cultural Diversity on a local* scale

*’local’ refers to the local area of students, or its
equivalent in another place.

One study of cultural diversity on a local scale:
                                                            recognise different cultures within one
   characteristics of culture within the locality           locality

   factors contributing to cultural diversity and          identify factors that contribute to group
    identity, such as:                                       identity
     personal identity
     family identity                                       record examples of cultural and social
     religious identity                                     factors that have contributed to identity
     national identity
     sub-culture group
     social class
     peer group

   similarities and differences between at least           identify similarities and differences between
    two diverse cultures in the locality studied             cultures

   how different cultural groups communicate               identify culturally accepted ways of
    with others within the locality                          communicating with others

Cultural Issues in Contemporary Society

At least ONE contemporary local, national,
regional or global issue, event or scenario.

    –   the issue, event or scenario                        describe the issue, event or scenario in
    –   background                                           relation to its nature
    –   stakeholders
    –   different views, perspectives and                   analyse the main stakeholders: their cultural
        cultural features of the stakeholders                characteristics and different perspectives
    –   impact of culture on the issue, event or
        scenario                                            identify the cultural components of the
    –   problems and solutions that may require              issue, event or scenario
        cultural change
    –   possible future actions and outcomes                discuss possible outcomes, problems and
    –   importance of communication in                       solutions to the issue, event or scenario
        transmitting culture




                                                        11
                                       HSIE International Studies Stage 5


Option 1: Culture and Beliefs                                                           (15-25 hours)

Focus:     Students study religions and beliefs and the ways in which these interact with, and
           influence, cultures.

 Stage 5 Outcomes

 A student:
 2.    identifies historical and contemporary influences on Australian culture and society
 3.    accounts for cultural diversity within Australia and other countries
 6.    accounts for cultural similarities and differences within societies
 8.    describes the complex, interrelated nature of cultures
 10. accounts for cultural differences when communicating across cultures
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                               Students learn to:

 Major World Religions

 Overview

     the definition and characteristics of              discuss the definition and characteristics of
      ‘religion’                                          religion

     religion as a foundation for culture               recognise cultures that are based on religious
                                                          beliefs
     the major world religions
                                                         identify the major world religions
     current spatial distribution and number of
      adherents of the world’s major religions           use a graphic form to illustrate the distribution
                                                          of the world’s major religions
     the relationship between religion and
      ethnic and national identity                       discuss the main links between religion and
                                                          ethnic and national identity
 Origins

     the origins and history of the five major          collect information to identify the origins of
      world religions - Buddhism, Christianity,           religions
      Hinduism, Islam and Judaism
                                                         summarise the history of the major world
                                                          religions
 Beliefs

     core beliefs of the five major world               identify the core beliefs of the world’s major
      religions – Buddhism, Christianity,                 religions
      Hinduism, Islam and Judaism, including:
       core beliefs and values                          describe the core beliefs of a major world
       founder                                           religion
       stories and sacred or valued texts
       symbols
       places of learning and worship
       world views
      
                                                         12
                                     HSIE International Studies Stage 5


Students learn about:                              Students learn to:

Practices

   the connection between beliefs and                 explain how religious beliefs underpin religious
    religious practices                                 practices

   core practices influencing daily life of the       examine how a person’s religion may influence
    five major world religions - Buddhism,              their daily life, their interaction with others,
    Christianity, Hinduism, Judaism and Islam           and the community in which they live
    such as:
     life cycle rituals
     celebrations
     education

Confucianism

   significance of Confucianism in many               identify the nature and origins of Confucianism
    Asian societies, including:
     core beliefs and values                          identify common practices of belief in
     origins of belief                                 Confucianism
     founder/important person/s
     stories and sacred or valued texts               examine the influence and practice of
     common practices                                  Confucianism in Asian societies, and on Asian
     connections between Confucian                     communities in other countries
        beliefs and cultural practices in Asia

Aboriginal spirituality
                                                       identify the nature and origins of Aboriginal
   Aboriginal peoples’ beliefs and cultures,           spiritual beliefs
    including:
     core beliefs and values                          identify common practices of belief amongst
     origins of beliefs                                Aboriginal peoples
     oral traditions
     common practices                                 recognise the impact of colonisation on
                                                        Aboriginal spirituality
Non-religious perspectives

       non-religious views                            identify the changing religious landscape




                                                       13
                                      HSIE International Studies Stage 5


Option 2: Culture and Gender Differences                                              (15-25 hours)

Focus:    Students study connections between culture and the roles of men and women,
          illustrating gender differences in how culture is expressed and the impact of these
          differences on societies.

 Stage 5 Outcomes

 A student:

 4. explains the nature and contexts of cultural stereotyping
 7. explains factors that promote stability and cultural change
 9. evaluates culturally significant contemporary issues and events from a variety of cultural
    perspectives
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                             Students learn to:

 Cultural issues impacting on men and
 women’s lives

 Select at least three of the following five
 topics

 1. Traditions

    cultural, including:                              use statistical evidence to examine levels of
      the origins of society                           gender inequality
      the historical role of men and women
                                                       identify the impact of cultural, religious and
    religious, including:                              legal traditions on the lives of men and women
      beliefs about gender in the family and
          society, or religious community              access a range of sources of information to
                                                        communicate differences of tradition between
    legal, including:                                  genders
      different legal rights and protection
         for men and women

 2. Family

    household responsibilities within the             describe the different roles and responsibilities
     immediate and extended family                      of males and females within the family

    practices relating to:                            analyse the impact of family expectations on
      gender preference                                males and females
      adoption of children
                                                       identify examples of different practices related
                                                        to gender and adoption preference




                                                       14
                                     HSIE International Studies Stage 5


Students learn about:                             Students learn to:

3. Work (if not studied under Option 4: Culture
in Work and the Workplace)

   paid and unpaid work (i.e. home duties)           outline the various roles males and females
                                                       perform in paid and unpaid work

   domestic work                                     recognise pressures to find work and the risks
                                                       of exploitation

   issues, including slavery, prostitution,          identify issues associated with bonded labour
    child labour, child soldiers

4. Education

   educational opportunities and cultural            identify links between educational opportunities
    beliefs and practices                              and cultural beliefs and practices

   differences in access to education for            analyse the implications of gender inequality in
    boys and girls                                     access to education

   education and economic disadvantage               evaluate links between education and
                                                       economic well-being

5. Recognition of the contributions of
   women

   stories of women and change in different          identify examples of women who are working
    societies                                          to overcome gender disadvantage in different
                                                       societies

   inspirational women who have helped               identify common characteristics of inspirational
    change the lives of others                         women

   international programs to reduce gender           describe an example of a program and its
    inequality, such as those managed by               impact of an international program on the lives
    non-government and government                      of women
    organisations
                                                      advocate a new strategy which may effectively
                                                       help redress the gender imbalance of a
                                                       particular culture




                                                      15
                                     HSIE International Studies Stage 5


Option 3: Culture and the Media                                                    (15-25 hours)

Focus:    Students study the role of the media in perceptions of culture at a local, regional and
          global level. The link between media and culture is analysed through media portrayal
          of religion, politics and human rights and how organisations and people use the
          media.

 Stage 5 Outcomes

 A student:
 2. identifies historical and contemporary influences on Australian culture and society
 3. accounts for cultural diversity within Australia and other countries
 4. explains the nature and contexts of cultural stereotyping
 5. analyses the impacts of stereotyping on different cultural groups
 9. evaluates culturally significant contemporary issues and events from a variety of cultural
    perspectives
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                           Students learn to:

 Media representations of ‘Australian
 culture’

    the media portrayal of Australian culture      use a range of images, ideas and views to
     in the Australian media                         evaluate the role of media in portraying
                                                     Australian culture

    perceptions of Australian culture in the       investigate, using the internet, representations
     international media                             of Australian culture by international media


    differences in media reports of events in      locate, using a variety of sources, media
     Australia                                       representations of events in Australia

    new methods of reporting, such as the          identify how different perspectives affect how
     internet and social networking                  news is reported and the impact of such
     strategies                                      reporting

 Select any two of the following three
 topics

 1. The media and religion

    The media portrayal of two groups              identify the main beliefs of the groups
     associated with a particular religion or
     belief, identifying:                           analyse different media reports about each
      the name of the groups                        group
      main beliefs of the groups
      images of each group portrayed in            explain conditions that give rise to stereotyping
         the media                                   and the role of the media in this process
      bias and stereotyping of each group
         or its members                             describe how each group has responded to the
      each group’s use of the media                 media
                                                     16
                                    HSIE International Studies Stage 5


Students learn about:                           Students learn to:

2. The media and politics                          identify the main beliefs of the group

   One political group and its portrayal by       analyse different media reports about the group
    the media:
     name of the political group                  explain conditions that give rise to stereotyping
     main beliefs of the political group           and the role of the media in this process
     images of the group portrayed by
        the media                                  describe how the group has responded to the
     bias and stereotyping of the group            media
        or its members
     the group’s use of the media

3. The media and minority groups

   The media portrayal of a minority              identify the main beliefs of the group
    group:
     name of the minority group                   analyse different media reports about the group
     main beliefs of the minority group
     images of the group portrayed by             explain conditions that give rise to stereotyping
        the media                                   and the role of the media in this process
     bias and stereotyping of the group
        or its members                             describe how the group has responded to the
     the group’s use of the media                  media




                                                    17
                                     HSIE International Studies Stage 5


Option 4: Culture in Work and the Workplace                                          (15-25 hours)

Focus:    Students study how culture affects work and work practices.


 Stage 5 Outcomes

 A student:
 4. explains the nature and contexts of cultural stereotyping
 5. analyses the impacts of stereotyping on different cultural groups
 6. accounts for cultural similarities and differences within societies
 10. accounts for cultural differences when communicating across cultures
 11. applies knowledge, understanding and skills when participating in a culturally diverse society
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse,
     describe and communicate about cultures


 Students learn about:                             Students learn to:

 1. The nature of work

 Use examples of work from a variety of
 countries:
                                                       outline the differences between the different
    paid and unpaid work                               types of work
    informal and formal work
    work and gender differences                       explain the impact of beliefs on workplace
    beliefs affecting work opportunities               opportunities
    private and public sector work
    the global nature of work                         describe the global nature of work

                                                       examine the impact of globalisation
 2. Working in a foreign country

 Three case studies (at least one from Asia) of
 people working in another culture, e.g. aid
 worker, doctor, banker, businessperson,
 project manager, teacher, musician

    ‘culture shock’                                   describe the issues facing people working
                                                        cross-culturally
    customs, beliefs and values related to the
     job                                               identify cross-cultural communication issues

                                                       outline cultural business practices

                                                       explain the importance of developing
                                                        relationships when working cross-culturally

                                                       explain the differences in law
                                                        and government




                                                       18
                                     HSIE International Studies Stage 5


Option 5: Coming to Australia                                                        (15-25 hours)
Focus:    Students consider the cultural background of a refugee or migrant group within
          Australia; the challenges, opportunities and experiences they faced settling into
          Australian society.

 Stage 5 Outcomes

 A student:
 2. identifies historical and contemporary influences on Australian culture and society
 3. accounts for cultural diversity within Australia and other countries
 6. accounts for cultural similarities and differences within societies
 7. explains factors that promote stability and cultural change
 8. describes the complex, interrelated nature of cultures
 10. accounts for cultural differences when communicating across cultures


 Students learn about:                           Students learn to:

 Emigrating

    why people relocate as:                        outline the different reasons for relocations
      migrants
      refugees
      asylum seekers

    the differences between someone who            identify the differences between a
     relocates as a migrant, a refugee and           migrant/refugee/asylum seeker
     an asylum seeker

 Select one refugee or migrant group, in
 Australia

    aspects of the group’s particular culture      describe the cultural practices of a refugee or
     in the country, or homeland, of origin          migrant group in their country of origin
     such as:
      language
      religion
      food
      dress
      celebrations


 Australia: a multicultural society?

    Concepts, including:                           define concepts including ‘multiculturalism’,
      multiculturalism                              ‘assimilation’, ‘diversity’ and ‘homogeneity’ in the
      assimilation                                  Australian context
      diversity
      homogeneity




                                                     19
                                    HSIE International Studies Stage 5


Students learn about:                           Students learn to:

   current state and federal policies and         examine current policies and practices regarding
    practices regarding refugees and                refugees and migrants at state, federal and
    migrants, including multiculturalism            international levels, and the connections
                                                    between them
   United Nations Convention on Refugees
    and the United Nations Declaration of
    Human Rights

Settling in

   challenges, experiences and                    list existing strategies that may have helped or
    opportunities related to a refugee or           hindered a refugee or migrant group settle into
    migrant group settling into Australian          Australian Society
    society
                                                   propose a strategy which will assist in the
Contribution                                        settlement of a refugee or migrant group

   individuals from a refugee or migrant          recognise ways individuals from refugee or
    background who have contributed to              migrant backgrounds have contributed to
    Australian society                              Australian society

   groups from a refugee or migrant               identify the social and cultural contributions of
    background and their contribution to            refugee or migrant groups to Australian society
    Australian Society




                                                    20
                                       HSIE International Studies Stage 5


Option 6: Culture and Travel                                                           (15-25 hours)

Focus:     Students explore the opportunities for cross-cultural understanding that tourism
           can provide through careful planning and interaction with people and their cultures.

 Stage 5 Outcomes

 A student:

 4.    explains the nature and contexts of cultural stereotyping
 6.    accounts for cultural similarities and differences within societies
 8.    describes the complex, interrelated nature of cultures
 10. accounts for cultural differences when communicating across cultures
 11. applies knowledge, understanding and skills when participating in a culturally diverse society
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                             Students learn to:

 Introduction

     reasons for travel                              explain the various reasons for travel
       business
       leisure
       cross-cultural experience
       family reunion
       study

     benefits of travel                              recognise the benefits of travel
       knowledge
       cross-cultural understanding                  classify various benefits of travel
       work and study opportunities
                                                      be aware of ‘culture shock’

     knowledge, such as:                             use some of the knowledge, essential to visiting
       basic language, useful phrases                 another place, in a scenario situation”
       non-verbal language
       government travel regulations
       monetary exchange
       local transport
       accommodation choices

 Cultural knowledge

     cultural practices, such as:                    use some of the knowledge of culture practices,
       etiquette for greetings                        essential to visiting another place, in a scenario
       meals                                          situation
       gift-giving
       dress
       visiting places of worship
       shopping




                                                       21
                                      HSIE International Studies Stage 5


Students learn about:                             Students learn to:

Places of significance

   natural and built sites of significance,
    such as World Heritage Sites                     examine the reasons for the popularity of tourist
                                                      sites, including their significance and value
   sites most visited by tourists


Reflection/Comparison

   cultural challenges, similarities and            discuss challenges, similarities and differences of
    differences of destinations                       cultures for a number of tourist destinations

   the impact of tourism on local                   show examples of the impact tourism has at a
    populations and environments                      local scale

   stereotypical perceptions of places and          analyse stereotypical perceptions that may arise
    peoples as a result of tourism                    as a result of tourism




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                                     HSIE International Studies Stage 5


Option 7: Culture and the Creative and Performing Arts                             (15-25 hours)

Focus:    Students explore how cultural identity is expressed through creative and performing
          arts

 Stage 5 Outcomes

 A student:

 3. accounts for cultural diversity within Australia and other countries

 6. accounts for cultural similarities and differences within societies

 7. explains factors that promote stability and cultural change

 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                            Students learn to:

 Performing Arts as expressions of
 culture
  music
  dance                                              describe examples of the wide range of
  visual arts                                         creative and performing arts
  literature/theatre
  film                                               explain how performing arts are a core part of
  popular culture                                     cultural identity




 Either a study of:

 The visual and performing arts of one cultural
 group                                                describe examples of the creative and
                                                       performing arts of a cultural group

                                                      analyse the cultural role and function of
 or                                                    creative and performing art forms

                                                      explain how the creative and performing arts
                                                       help form and maintain the identity of the
                                                       cultural group
 At least one exemplary visual or performing
 art example practised by a number of cultural        describe the background, symbolism, function
 groups                                                and spread of the art example

                                                      analyse how the art example has changed over
                                                       time




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                                     HSIE International Studies Stage 5


Option 8: Culture and Sport                                                       (15-25 hours)

Focus:    Students study how cultural differences express themselves in sport.


 Stage 5 Outcomes

 A student:
 2. identifies historical and contemporary influences on Australian culture and society
 3. accounts for cultural diversity within Australia and other countries
 7. explains factors that promote stability and cultural change
 8. describes the complex, interrelated nature of cultures
 9. evaluates culturally significant contemporary issues and events from a variety of cultural
    perspectives


 Students learn about:                                   Students learn to:


 1. Cross-cultural understanding and sports
                                                          identify examples of how sport has
    cultural transmission through sport                   enhanced cross-cultural knowledge and
    religion and sport                                    understanding
    goodwill and cultural visits through sport
    politics and sport                                   recognise how culture can be spread and
                                                           known through sport




 2. Culture, national identity and sport


    national identity and sport                          explain how national identity can be
    sports heroes and heroines, icons                     enhanced through sporting practices and
    world events                                          sporting achievements
    media
     – racism                                             identify the relationship between culture,
     – gender                                              national identity and sporting practices
     – sponsorship
                                                          analyse a sporting controversy and the
                                                           reactions and perspectives of stakeholders

                                                          evaluate world sporting events in relation
                                                           to what they show about the culture of
                                                           participants




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                                   HSIE International Studies Stage 5


Students learn about:                                Students learn to:

3. Participation

At least TWO countries from different regions,
excluding Australia
                                                        explain why different sports dominate in
   the main sports played in each selected              different countries
    country
                                                        explain how culture has assisted the
   the differences and reasons for three main           development of some sports, and hindered
    sports played in each country including:             others
    – history/tradition/colonisation
    – sport origins
    – geography, including climate
    – promotion
    – socio-economic conditions
    – gender
    – media
    – other aspects of culture

   the link between education and sport in each        identify examples of programs that
    country, such as:                                    promote fitness and education
    – compulsory sport
    – sport days




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                                      HSIE International Studies Stage 5


Option 9: Culture and Family Life in China and India                                 (15-25 hours)

Focus:    Students study cultural impacts on families in China and India.

 Stage 5 Outcomes

 A student:
 6. accounts for cultural similarities and differences within societies
 7. explains factors that promote stability and cultural change
 9. evaluates culturally significant contemporary issues and events from a variety of cultural
    perspectives
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse, describe
     and communicate about cultures


 Students learn about:                            Students learn to:

 A study of family in the world’s two
 most populous nations - China and
 India

    family structure and size; such as:             recognise the types and sizes of families in China
     – family type                                    and India
     – rural and urban differences
     – changes in size over time                     identify the variation of families within each
                                                      country, and in rural and urban areas
    the role and importance of family
     members such as mothers, fathers and            analyse the differences in family roles
     in-laws, including:
     – role and status variations
     – involvement of members of the
          family in child rearing and                describe the changing roles of family members
          housework                                   over time
     – changing roles over time
                                                     identify the roles of children in families

    the role of children in families such as:       explain the cultural importance of children
     – gender roles
     – the value of male and female                  research and analyse statistics
         children
     – population statistics for boys and            recognise different ways birth is celebrated
         girls
     – ceremonies and celebrations at the
         birth of a child

    the impact of government on families,           compare the variation in government support
     including:                                       provided to families in China and India
     – support for families
     – government policies on families               explain why government responses to population
     – differences within a country, i.e.             growth have been different in each country, and
          China’s One Child Policy, minority          for different groups within each country
          ethnic groups
     – laws enacted to protect children and          investigate the protection given to children and
          other family members from abuse             families of China and India under the law
          and exploitation


                                                      26
                                  HSIE International Studies Stage 5


                                              Students learn to:

Students learn about:                            analyse the impact on families of technological
                                                  change and economic growth
   the impact of technological and
    economic change on families, such as:        explain cultural change resulting from
      – global communication                      technological and economic changes
      – entrepreneurship
      – private ownership
      – breakdown of religious tradition
          (e.g. castes)
      – opening of economy to
          globalisation and trade




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                                       HSIE International Studies Stage 5


Option 10: Culture and Food                                                           (15-25 hours)

Focus:    Students study a variety of ways in which culture is created and expressed
          through food

 Stage 5 Outcomes

 A student:
 6. accounts for cultural similarities and differences within societies
 7. explains factors that promote stability and cultural change
 8. describes the complex, interrelated nature of cultures
 11. applies knowledge, understanding and skills when participating in a culturally diverse society



 Students learn about:                              Students learn to:

 Food

    the function food plays in culture,                identify examples of the way food plays a part
     including:                                          in cultural expression
     – sustenance
     – expression of welcome                            research and report on the functions of food for
     – symbol of generosity                              a number of different cultural groups
     – expression of social status
     – important part of religious and
          secular celebrations
     – social experience (e.g. communal
          collecting, harvesting, preparation
          and consumption)

    etiquette associated with food in different        identify the importance of etiquette associated
     cultures, including:                                with food in different cultures
     – rituals prior to eating
     – behaviour and manners considered
         culturally acceptable

    food rules based on customs and/or                 examine the origin of a variety of cultural food
     religious practices, including those                rules
     associated with:
     – the exclusion and preparation of                 identify examples of foods associated with
          certain foods                                  important days within belief systems
     –    fasting
     – use of food in ceremonies,                       explain the significance of the use of food in a
          celebrations, festivals and rituals            variety of special occasions
          such as those associated with
          -    birthdays/name days
          -    betrothals
          -    weddings
          -    funerals
          -    significant religious days
          -    national days




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                                    HSIE International Studies Stage 5


Students learn about:                            Students learn to:

At least ONE in depth study of the foods
and food practices of a particular
cultural group from the Asian region

This study should include the elements            describe the interconnectedness between food,
covered above of function, etiquette, religion     beliefs and customs of a particular cultural
and custom, and their interconnectedness           group




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                                       HSIE International Studies Stage 5


Option 11: Culture, Science, Technology and Change                                         (15-25 hours)

Focus:     Students explore the way particular scientific and technological developments affect
           culture and vice versa. Students examine how historical and contemporary scientific
           and technological developments are spread and their impact on culture.

 Stage 5 Outcomes

 A student:
 3. accounts for cultural diversity within Australia and other countries
 6. accounts for cultural similarities and differences within societies
 7. explains factors that promote stability and cultural change
 8. describes the complex, interrelated nature of cultures
 9. evaluates culturally significant contemporary issues and events from a variety of cultural
    perspectives
 11. applies knowledge, understanding and skills when participating in a culturally diverse society
 12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse,
     describe and communicate about cultures


 Students learn about:                             Students learn to:

 Either:

     at least four examples of individual
      scientific and/or technological
      discoveries with three originating
      in Asia, including:                              describe specific scientific/technological
                                                        discoveries
      –    what was developed
      –    why it was developed                        outline the benefits to the world of each
      –    where it was developed                       discovery
      –    the benefits of its development for
           both the culture of origin and other
           cultures
 or

     examples of scientific and/or
      technological discoveries from one
      Asian country such as China or
      India, including:

      –    the spread of ideas and inventions          recognise the process of globalisation that has
           to other parts of the world in the           been occurring since ancient times through
           past, including:                             trans-civilisation encounters
           -    knowledge
           -    exploration, invasion and              explain the processes involved in the historical
                migration                               spread of technologies, ideas and practices in
           -    trade routes                            the world
           -    colonialism




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                                   HSIE International Studies Stage 5


Students learn about:                          Students learn to:

The impact of technology on culture
today

   the cultural spread of ideas and              understand the processes involved in the
    inventions in the twenty-first century         spread of technologies, ideas and practices in
    – cooperation                                  the world today
    – global trade
    – mass media
    – changes to work
    – leisure and interpersonal
        relationships
    – the way people communicate with
        each other and share information

At least two examples of                          identify examples of contemporary
contemporary technological                         technological developments
developments and how they have
impacted on culture




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                                         HSIE International Studies Stage 5


Option 12: School Developed Option                                                      (15-25 hours)

Focus: This option provides an opportunity for students to develop their knowledge and
       understanding of a particular area of learning of relevance and interest to them that is
       not studied through the core or options.

    Stage 5 Outcomes

    A student:
    1. analyses a variety of definitions of culture and how they may apply across a range of
       communities
    2. identifies historical and contemporary influences on Australian culture and society
    3. accounts for cultural diversity within Australia and other countries
    4. explains the nature and contexts of cultural stereotyping
    5. analyses the impacts of stereotyping on different cultural groups
    6. accounts for cultural similarities and differences within societies
    7. explains factors that promote stability and cultural change
    8. describes the complex, interrelated nature of cultures
    9. evaluates culturally significant contemporary issues and events from a variety of cultural
       perspectives
    10. accounts for cultural differences when communicating across cultures
    11. applies knowledge, understanding and skills when participating in a culturally diverse society
    12. selects and uses a range of written, graphic and oral forms, including ICT, to analyse,
        describe and communicate about cultures


Note:     Only one school developed option can be studied within either a 100 or 200 hour course.

Students learn about:                                  Students learn to:

     a specific area of interest in international         outline an area of interest for research
      studies
                                                           justify research area in terms of its
     conducting research using specific                    significance, relevance and interest
      processes including:
                                                           identify the processes to be followed in
      –   analysing issues                                  conducting research
      –   using the internet and other secondary
          sources for research                             conduct research using a range of methods
      –   exploring different values and ethical            including information and communication
          perspectives                                      technologies
      –   reflecting on and evaluating learning
          processes and outcomes achieved                  recognise different values and perspectives
      –   methods of communicating
                                                           reflect and evaluate the learning achieved in
                                                            relation to knowledge, skills and values

                                                           communicate findings through a range of
                                                            media including computer-based technologies




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                                  HSIE International Studies Stage 5


Assessment: HSIE International Studies

School Certificate Assessment

Across the course a number of assessment tasks will be set. These tasks will include test and
non-test tasks. Several of the assessment tasks will be identified and used for the purpose of
allocating School Certificate grades.

General Performance Descriptors

For awarding grades in School Developed Board Endorsed Courses, the Board’s general
performance descriptions will be used. The general performance descriptors describe
performance at each of five grade levels:

              The student has an extensive knowledge and understanding of the content
      A       and can readily apply this knowledge. In addition, the student has achieved a
              very high level of competence in the processes and skills and can apply these
              skills to new situations.
              The student has a thorough knowledge and understanding of the content and
      B       a high level of competence in the processes and skills. In addition, the
              student is able to apply this knowledge and these skills to most situations.
              The student has a sound knowledge and understanding of the main areas of
      C       content and has achieved an adequate level of competence in the processes
              and skills.
              The student has a basic knowledge and understanding of the content and has
     D        achieved a limited level of competence in the processes and skills.
              The student has an elementary knowledge and understanding in a few areas
      E       of the content and has achieved very limited competence in some of the
              processes and skills.

Assessment for Learning

Assessment for learning in International Studies is designed to enhance teaching and improve
learning. It is assessment that gives students opportunities to produce the work that leads to
development of their knowledge, understanding and skills. Assessment for learning involves
teachers deciding how and when to assess student achievement, using a range of appropriate
assessment strategies including self-assessment and peer assessment.

Quality Assessment Practices

The following Assessment for Learning Principles provide the criteria for judging the quality of
assessment materials and practices.

Assessment for learning:

   emphasises the interactions between learning and manageable assessment
    strategies that promote learning
    In practice, this means:
     – teachers reflect on the purposes of assessment and on their assessment strategies
     – assessment activities allow for demonstration of learning outcomes
     – assessment is embedded in learning activities and informs the planning of future
        learning activities
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                                  HSIE International Studies Stage 5


    – teachers use assessment to identify what a student can already do.

   clearly expresses for the student and teacher the goals of the learning activity
    In practice, this means:
     – students understand the learning goals and the criteria that will be applied to judge the
        quality of their achievement
     – students receive feedback that helps them make further progress.

   reflects a view of learning in which assessment helps students learn better,
    rather than just achieve a better mark
    In practice, this means:
     – teachers use tasks that assess, and therefore encourage, deeper learning
     – feedback is given in a way that motivates the learner and helps students to understand
        that mistakes are a part of learning and can lead to improvement
     – assessment is an integral component of the teaching-learning process rather than being
        a separate activity.

   provides ways for students to use feedback from assessment
    In practice, this means:
     – feedback is directed to the achievement of standards and away from comparisons with
        peers
     – feedback is clear and constructive about strengths and weaknesses
     – feedback is individualised and linked to opportunities for improvement.

   helps students take responsibility for their own learning
    In practice, this means:
     – assessment includes strategies for self-assessment and peer assessment emphasising
        the next steps needed for further learning.

   is inclusive of all learners
    In practice, this means:
     – assessment against standards provides opportunities for all learners to achieve their best
     – assessment activities are free of bias.

International Studies particularly lends itself to the following assessment
techniques:

Inquiry-based research assignments and projects

Assessment activities might include independent research tasks to investigate issues and
processes, a web-based research assignment, or the development of a media portfolio.

When this technique is used for assessment purposes, students could be assessed on their
ability to:

   gather and analyse information

   research information

   communicate information.




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                                  HSIE International Studies Stage 5


Fieldwork activities

Assessment activities might include pre-fieldwork and post-fieldwork tasks as well as the actual
fieldwork itself (e.g. the development of a questionnaire to be used in the fieldwork, the
collection of information in the field, and the writing up of a report to communicate the
fieldwork findings).

Presentations

Assessment activities might include prepared and impromptu oral presentations, role-plays,
poster presentations, prepared digital recordings (video/audio) and displays.

When these techniques are used for assessment purposes students could be assessed on their
ability to:

   participate in scenarios

   communicate geographical information effectively using oral and graphical forms.

Peer assessment

International Studies encourages the active involvement of students in the learning process.
Opportunities exist for individual and collaborative work. Activities involving peer assessment
might include evaluating the contributions of individuals to a group task, and reflecting on a
peer presentation.

Self-assessment

In International Studies, students are encouraged to acquire basic skills to become self-directed
learners. Opportunities exist for students to reflect on their progress towards the achievement
of the course outcomes. This reflection provides the basis for improving their learning.
Developing self-assessment skills is an ongoing process that becomes increasingly more
sophisticated and self-initiated as a student progresses.




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