Secondary Curriculum 2C – Society and Culture Liam Culhane 18361777

HSC Assessment: Social Conformity and Nonconformity

Subculture-al Appropriation Photographic Essay

Task Rationale:
Students will investigate a subculture of their choice and its defining features of non-conformity, and
analyse the discourses of power that exist in interactions between the subculture and mainstream
popular culture. This assessment aims to develop student’s ability to undertake independent social
research and analysis.

Task Weighting: Duration:

30% SELF EVALUATION: Due Friday,
May 31, by 11:59pm
ESSAY: Due Friday June 7, by
11:59pm
Task Type: Submission Details:
A photographic essay follows the same structure as a Submit your photographic essay via
traditional essay (introduction, body paragraphs, the HAPARA submission box located
conclusion), with the addition of photographs (4-8 in our HAPARA class page.
photographs must be used) as a key complementary source
of research which structures your essay. You are essentially
creating a cultural anthropology study field journal.
Task Description:
‘It is the desire of non-conformity subcultures and associated social movements to be culturally
appropriated by the mainstream.’
In a 1000-1500 word photographic essay, critically analyse this statement in relation to:
- the role of subcultures in social change
- the role of mainstream popular culture in either promoting or culturally appropriating these
movements.

In your photographic essay, you will need to:

1. Identify and describe a specific subculture and how it relates to resistance, deviance or
distinction
(You may wish to argue that social movement has become its own subculture)
2. Discuss the collective issues addressed by this subculture

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3. Explain the expression of these issues through everyday activities, styles and events – and how
these have evolved over time
4. Evaluate whether it is the goal of this subculture to become the status quo
5. Analyse how this subculture interacts with mainstream society and popular culture trends:
Which aspects of the subculture are adopted by popular culture, and which aspects are rejected
by mainstream society? How does this subculture use popular culture and technology to
achieve its needs? How does the cultural appropriation of this subculture trivialise its values
and beliefs?
6. Include a variety of sources in addition to 4-8 photographs, and refer to all photographs used
in the main body of your essay

You may select a social movement or subculture from the list below or may select a movement of
your own choosing. Students must have selected a research topic by week 3, which will be cleared by
Mr Culhane during our Friday lesson.

Subcultures may include: veganism, the hippie movement, the Youth Climate Movement, hipsters,
hip hop culture, Anonymous for the Voiceless etc.

In your student self-evaluation you will need to:

- Answer all questions and submit to the HAPARA drop box by 11:59 on Friday May 31
- Use your answers to these questions to edit and review your essay one week before the
deadline
Outcomes to be assessed:
H2 explains the development of personal, social and cultural identity
H3 analyses relationships and interactions within and between social and cultural groups
H10 communicates complex information, ideas and issues using appropriate written, oral and graphic
forms
Assessment Criteria:
You will be assessed on how well you:
 directly respond to the question and engage with key terminology and concepts
 examine your chosen subculture’s expression of identity, collective values and how these have
evolved over time
 analyse the relationship between subcultures and mainstream society and the way discourses
of power shape social change and the expression of values
 organise and analyse information from a range of sources, and critically synthesise these
sources into your argument – including your 4-8 photographs
 conduct effective and ethical social research to communicate complex information, ideas and
issues occurring in contemporary society and culture
 answer and submit student self-evaluation
Feedback:
 student self-evaluation

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 summative feedback with argument strengths and weaknesses

 annotations including questions and comments regarding marker interpretations from writing
 advice for next assessment
 teacher conferences at recess and lunch (10 mins) on agreed days for students with questions
about their marks and/or feedback

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Marking Guidelines Mark

 Demonstrates a sustained insightful and original response to the question, 9-10
and a high level of engagement with key terminology and concepts
 demonstrates extensive knowledge and understanding of chosen subculture’s
expression of identity, collective values and how these have evolved
 displays highly developed skills in describing and analysing relationship
between subculture and mainstream power structures and explains the ways
these shape social responses and power discourses
 argument is clearly supported by a range of high quality, relevant sources
including 4-8 photographic sources. A high level of ability to critically
incorporate sources into the argument is demonstrated, and these
contributions are especially insightful
 demonstrates detailed response to the question and a high level of 7-8
engagement with key terminology and concepts
 demonstrates well-developed knowledge and understanding of chosen
subculture’s expression of identity, collective values and how these have
evolved
 displays well developed skills in describing and analysing relationship between
subculture and mainstream power structures and explains the ways these
shape social responses and power discourses.
 argument is clearly supported by a range of quality, relevant sources including
4-8 photographic sources. Sources are successfully incorporated into the
argument.
 demonstrates sound response to the question and engages with key 5-6
terminology and concepts
 outlines understanding of chosen subculture’s expression of identity,
collective values and how these have evolved, which may sometimes be
descriptive
 describes and analyses relationships between subculture and mainstream
power structures with sustained attempts to explain the ways these shape
social responses and power discourses.

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 argument is generally supported by appropriate sources including 4-8

photographic sources, although there may be minor exceptions. There is a
clear attempt to incorporate references successfully in the argument
 demonstrates an attempt to answer the question, and limited engagement 3-4
with key terminology and concepts
 demonstrates basic and descriptive understandings of chosen subculture’s
expression of identity, collective values and how these have evolved
 attempts to describe and analyse relationships between subculture and
mainstream power structures; while the ways these shape social responses
and power discourses are engaged with superficially or lapses into description
 argument may contain unsupported assertions, with sources not properly
incorporated into analysis, including 4-8 photographic sources that may not
be referenced in discussion.
 the question is not directly addressed 1-2
 outlines the subculture’s identity, collective values and evolution briefly
 limited communication of relationship between subculture and mainstream
society and/or related power discourses and course concepts
 argument is characterised by assertions that are unsupported by evidence,
with less that 4 photographic sources included.

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Subculture-al Appropriation Photographic Essay

Student Self-Evaluation: Due Friday May 31

List and explain three (3) things that really surprised you (or that you learned) during
your research/essay writing about your subculture:

List and explain something an aspect of your topic that you would love to explore more
about, now that you have finished your essay:

Discuss three (3) challenges you experienced during your research/essay writing:

Look at the rubric and assessment criteria attached to your assessment notification.
Based on this, what do you believe are the strengths of your essay?
(What were the ideas/arguments you thought of that you feel are really creative or
perceptive? Was there a link between evidence that you spent ages on or are really proud of?
Were you able to talk about your subculture/social movement using personal experience?
What do you think your marker will like the best?)

Look at the rubric and assessment criteria attached to your assessment notification.
Based on this, what do you believe are the weaknesses of your essay?
(Was there an idea/argument you included that you felt like you didn’t really understand? Did
you struggle to link your subculture to popular culture? Did you struggle to integrate your
photographic sources smoothly into your essay? Do you feel like you answered the question
clearly?)

If you could have given yourself advice before you started your assignment, knowing
what you know now – what would you have said?

If you could go back and tell yourself to make sure you included that one special piece
of information/source/argument point – what would it be?
(What do you think is your winning piece of argument?)

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After reading your essay, evaluate how well you believe you addressed each of the
assessment criteria:
1. Directly respond to the question and engage with key terminology and concepts
1 2 3 4 5
2. Examine your chosen subculture’s expression of identity, collective values and how
these have evolved over time
1 2 3 4 5
3. Analyse the relationship between subcultures and mainstream society and the way
discourses of power shape social change and the expression of values
1 2 3 4 5
4. Organise and analyse information from a range of sources, and critically synthesise
these sources into your argument – including your 4-8 photographs
1 2 3 4 5
5. Conduct effective and ethical social research to communicate complex information,
ideas and issues occurring in contemporary society and culture
1 2 3 4 5

After reading your essay writing and completing the above ratings, what is one
suggestion for improvement that you would make?

Thank you for completing your self-evaluation! Using this reflection, read over your
essay and consider what you can refine.

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Assessment Scaffold Check List:

Planning and Research:

o Read the Subculture-al Appropriation Photographic Essay assessment notification
and instructions
o Read the Student Self-Evaluation assessment questions
o Selected a subculture – must run by Sir by week 3
o Research your chosen subculture and collect at least 3 quality resources that:
o Identify and describe your subculture
o How it relates to resistance, deviance or distinction
o Collective issues addressed by this subculture/its goal
o The expression of these issues through everyday activities, styles and events –
and how these have evolved over time
o Plan your key points for each of these sections!
o Research how your chosen subculture interacts/mixes with/is represented by
mainstream society and popular culture trends and collect at least 3 quality resources
that help you consider:
o Three (3) argument points that answer critically analyse the statement: ‘It is
the desire of non-conformity subcultures and associated social movements to
be culturally appropriated by the mainstream.’
o Which aspects of the subculture are adopted by popular culture, and which
aspects are rejected by mainstream society?
o How does this subculture use popular culture and technology to achieve its
needs?
o How does the cultural appropriation of this subculture trivialise its values and
beliefs?
o Plan these three (3) argument points!
o Collect 4-8 photographs, and refer to all photographs used in the main body of your
essay as evidence for your argument

Writing:
o Devote about 350-450 words to describing and evaluating your chosen subculture and
3 quality resources + photographs as examples

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o Devote 200-300 words per argument point (600-900 words) to critically analysing
your chosen subculture and how it interacts/mixes with/is represented by mainstream
society and popular culture trends
o Include 100 words introduction and 100 words conclusion
o Refer to all photographs used in the main body of your essay as evidence for your
argument, and label them with: date, place, and a brief description
o

Reflection and Submission

o Complete your Student Self-Evaluation assessment questions, and edit your
completed essay by Friday 31 May
o Create a reference list using your collected research
o Submit your photographic essay by 11:59pm on Friday June 7!

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Assessment Design: Society and Culture

The importance of effective and authentic assessment cannot be overstated, as it is a vital

pillar of teacher professionalism. Conducting assessment directly fulfils a teacher’s ethical
responsibility to: know their students and how they learn (Standard 1), plan for effective
teaching to support this learning (Standard 3) and provide feedback and report on this
learning (Standard 5); as stated by ‘The Australian Professional Standards for Teachers’
(AITSL, 2011). The reflection on this assessment design and subsequent student performance
is invaluable to designing quality pedagogy that responds to the three pedagogical
dimensions of the Quality Teaching Model (Department of Education and Training, 2003) –
the promotion of pedagogy grounded in high intellectual quality that develops student
understanding of significance of their learning and promotes quality learning environments
that are pedagogically supportive. Therefore, a chief value of assessment for teachers is the
current and applicable data it provides not only about their students, but on their practice as
well (Klenowski, 2014). It must be noted that the potential for assessment to inform and
improve practice in real-time is not limited to external or school-based summative and
standardised assessment, but also includes classroom-based informal and formal formative
assessment for learning. Such in-class assessment is especially valuable for teachers
designing the purpose of school-based assessment capable of measuring non-traditional yet
important factors such as cultural and background knowledge, creative or athletic excellence,
and community engagement specific to their classes (Klenowski, 2014). Additionally,
assessment’s importance and relevance to teachers is foregrounded by the role of assessment
in professional accountability, through school-based testing and high-stakes testing and
reporting procedures (Ditchburn, 2012). This assessment and reporting plays a vital role in
the Australian curriculum’s focus on literacy and numeracy outlined in the ‘Melbourne
Declaration on Educational Goals for Young Australians’ (MCEETYA, 2008), supported by
NAPLAN assessment and subsequent reporting on schools on the MySchool website.
Therefore, the direct and public accountability that binds schools in the neoliberal
competitive education market, directly impacts individual teachers and their classes.

If assessment is paramount to the professionalism of a teacher in addition to the progress of

student learning and personal pedagogy alike, then the design of feedback approaches and the
awareness of their purposes is instrumental in fulfilling this responsibility. Ultimately,

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feedback should be designed to help students improve their future drafts and writing ability
(Willingham, 1990). Therefore, the true aim of feedback is the improvement of all students’
abilities to communicate content knowledge and further their own critical understanding.
Feedback in the above Subculture-al Appropriation Photographic Essay is derived from two
approaches – a student-facilitated self-evaluation, which is used in conjunction with a
teacher-facilitated synoptic feedback. The student self-evaluation maintains a focus on each
student’s personal identification of their own strengths and weaknesses (Huber, 2013). This
approach fosters an awareness of editorial criteria within students during their writing
process, who knowing that they will have to complete this self-evaluation expand their self-
reflection standards and consider their essay as a whole argument, in addition to the
segmented evidence they have planned (Huber, 2013). Student reflection on their strengths
and weaknesses is used in tandem with teacher feedback and allows the teacher to respond to
what the student author was aiming to achieve, which provides a unique opportunity to see
the students research process and initiate dialogue with the student (Willingham, 1990).

Teacher-facilitated feedback approaches are explicitly mentioned to students within the

assessment task notice, to ensure students know how they will be marked and that dialogue
regarding their marks is encouraged during conferencing times. This transparency echoes the
approach taken to feedback which delivers summative synoptic feedback on the photographic
essay as a whole and is supported by elaboration (Tomas, 2014; Willingham, 1990).
Identifying the student’s strengths and weaknesses is a valuable approach that offers
guidance while supporting student educational efficacy. Focussing solely on weaknesses
throughout the feedback process will not only damage valuable student-teacher relationships,
but also the student’s perception of motivation, content relevance and future assessments in
Stage 6 Society and Culture. This is especially relevant, given that this Subculture-al
Appropriation Photographic Essay Year 12 assessment is occurring alongside student major
PIP research. Additionally, shifting a feedback and annotation focus from grammatical and
spelling errors, to active questioning on behalf of what Willingham’s (1990) identifies as the
‘naïve reader’, is a useful lens to prompt student thinking. Common class writing process
errors can be dealt with in lesson’s designed to address trends in the assignment. Involving
questions and comments as a naïve reader are far more useful to individual students,
functioning to demonstrate the multiple potential interpretations a reader might perceive, and
encouraging self-regulated active thinking in editing while offering students insight into the
way they are marked and the effect of their writing (Willingham, 1990). Lastly, rather than

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leaving vague or hyper-specific annotations, including ‘advice for next time’ feedback in
addition to strengths and weaknesses explicitly provides a focus for future drafting for the
student.

Just as feedback is designed to support students in completing future assessments, assessment

design should be deliberately positioned to support all students in completing the task to the
best of their ability and make this achievement accessible to all students. The contemporary
Australian education and political realm’s fixation with high-stakes testing and fixed
performance objectives, and the subsequent lowering of standards, narrowing of the
curriculum and focus on basic numeracy and literacy skills; accentuates the professional duty
teachers have to deliver student-centred assessment design in their classrooms (Ditchburn,
2012; Ford, 2013; Peters & Jolly, 2018). The Subculture-al Appropriation Photographic
Essay is direct challenge to these education trends which are focussed on measurement and
stratification, and is designed to be holistically aligned with a Stage 6 Society and Culture-
based pedagogy (McLean, 2018). Supporting the current study on ‘Social Conformity and
Nonconformity’ with background knowledge from the ‘Popular Culture’ depth study while
challenging students to investigate underlying power discourses between their selected
interest and the mainstream.

This assessment supports student learning and further develops student sociological
understandings through active and continued engagement with content, challenging and
engaging learners in deep and authentic knowledge and understanding which promotes the
socially just reflexivity of themselves, their own society and culture, and the society and
cultures of others (BOSTES, 2013). The explicit scaffolding of the assessment requirements
and segments, and the close reflection of this in the rubric in addition to the provided
explanation of photographic essays and a variety of subcultures, aims to make success
accessible to all students. This assessment is also characterised by a sense of negotiation,
allowing students to choose a subculture of interest and relevant pop culture seeks to engage
student background knowledge, identity and a sense of relevance, while the extension of this
focus to associated social movements adds a layer of depth for gifted and talented students to
explore. This action of content negotiation therefore targets a variety of learning needs while
engaging the curriculum in a way that empowers students to evaluate information, underlying
social power discourses, and their own understandings with a critical and relational lens
(Klenowski, 2014; McLean, 2018).

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Understanding and evaluating the importance of assessment, feedback approaches and

assessment design is vital to my own personal pedagogical practice and role as a professional.
Therefore, in order to deliver authentic assessment that is holistically aligned with a Stage 6
Society and Culture-based pedagogy, the appropriation of the ‘naïve reader’ feedback lens
when considering my own assessment and feedback design is key, as this prioritises a
professional reflexivity. Not only is this reflexivity necessary for authentic and effective
assessment for the primary purpose of meeting all student’s needs, but it also models the
critical awareness and relational negotiation skills that Society and Culture aims to imbed
within students, equipping them to make informed judgements on their own situatedness
(Delanty, 2006; Rivzi, 2009). Even in reflecting on the above assessment through writing,
changes have been made to content and wording, scaffolding and feedback options to make
success accessible to students. Such critical reflection has been especially important in
delivering assessment design that recognises student agency and is inclusive of multiple
means of expression, as this has emphasised the value of scaffolding through explicit
instruction and transparency in my teaching practice. This is especially applicable when
utilising broad questions open to accommodations, which supports my aim to engage student
identities or their background knowledge as invaluable resources to student engagement and
self-efficacy with the unit. This knowledge of assessment and feedback has affirmed that
authentic assessment is instrumental in delivering the transformative education I am
passionate in delivering. However, in order to sustain student accommodation; encourage
experimentation, high expectations, and the development of their research skills while
catering to their needs in assessment designed to enhance disciplinary knowledge and skills
by challenging students to apply social research processes, as opposed to completing a more
summative comprehension task – providing the necessary supports in the form of explicit
assessment criteria and scaffolds is essential.

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References

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Professional Standards for Teaching. Retrieved from

https://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf.

Board of Studies NSW. (2013). Society and Culture Stage 6 Syllabus. Retrieved from

http://syllabus.nesa.nsw.edu.au/download/.

Delanty, G. (2006). The cosmopolitan imagination: Critical cosmopolitanism and social

theory. The British Journal of Sociology, 57(1), 25-47.

Department of Education and Training. (2003). Quality teaching in NSW public schools.

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content/uploads/2012/02/qt_EPSColor.pdf

Ditchburn, G.M. (2012). The Australian curriculum: Finding the hidden narrative? Critical

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Ford, M. (2013). Achievement gaps in Australia: What NAPLAN reveals about education

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feedback. Educational Management Administration and Leadership, 41(1), 527-540.

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445-470.

McLean, H. (2018). This is the way to teach: Insights from academics and students about

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Ministerial Council on Education and Employment, Training and Youth Affairs

(MCEETYA). (2008.) Melbourne Declaration on Education Goals for Young

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http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educat

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stories as a way of deconstructing the past and re-imagining the future. Australian

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Tomas, C. (2014). Marking and feedback provision on essay-based coursework: a process

perspective. Assessment and Evaluation in Higher Education, 39(5), 611-624.

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