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Society and Culture

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Syllabus overview

The importance of outcomes

The importance of concepts to Society and Culture

Research methodologies

Links between the Preliminary and HSC courses

Change and the future

Contemporary issues

Focus studies, illustrative examples and cross-cultural comparisons

By the time you reach the examination period at the end of the year you should have a thorough knowledge of the Stage 6 Society and Culture Syllabus . The Contents page in the syllabus (page 4) lists the main items covered in the document, such as the aims, objectives, course structure, content and assessment. If you don't have a copy of the syllabus, it would be a good idea to download one now (go to the button on the top-left of this page or the hyperlink above) and to have it next to you whilst we work through the following points.

1. The importance of outcomes

Probably the most important point to make is that the syllabus is all about outcomes, and this applies to all of the HSC syllabuses and not just Society and Culture. What this means is that the focus is on what you as the learner are intended to learn as a result of studying the syllabus. These outcomes are so important that they are listed twice in the syllabus. They are listed in summary form for the preliminary and HSC courses on pages 12–13, and, at the beginning of each topic description the outcomes that relate specifically to the topic are listed.

There are eleven HSC Society and Culture outcomes (H1–H11). Of the eleven outcomes, H1–H6 are knowledge and understanding outcomes which are largely related to the “learn about” material for each topic. The different sections of the syllabus focus on different “learn about” outcomes. For example, H1 “explains interactions between persons, societies, cultures and environments across time” is dealt with in the HSC Core topics Personal Interest Project and Social and Cultural Continuity and Change. The depth studies for the HSC all deal with the knowledge and understanding outcomes of H2, H3, H4 and H5.

Outcomes H7–H11 are skills outcomes related to language and concepts, communication skills, research and planning skills.

While many of the outcomes apply to a number of different areas of the syllabus, H11 “uses planning and review strategies to manage complex tasks, making effective use of time and resources” is specific to the Personal Interest Project (PIP) section of the HSC core. The PIP is the major research project or practical component of the course. It is a demanding yet exceptionally rewarding element of the course that involves large-scale planning and time management skills given its length and duration (generally from term 4, Year 11 to term 3, Year 12). The PIP is one of the most interesting, practical and rewarding aspects of the course and provides many students with vital skills for both university and the workplace. For more information, see syllabus pages 29 and 45–48 or go to Personal Interest Project on this site.

Examination questions relate directly to the syllabus from both the “learn to” and “learn about” sections. The examination will make use of phrases taken directly from the outcomes in the HSC course. For example, Question 5 (b) in the 2002 HSC paper , (past exam papers can be downloaded from the Board of Studies web site) asked students to “Analyse the impact of the stakeholders in the control of ONE popular culture, supported by a discussion of the research methods used in your focus study of that popular culture”. The first half of the question referred specifically to the “learn about” section of the syllabus while the second part of the question referred to the “learn to” section. In Popular Culture the syllabus states under “learn to” that students must “utilise social and cultural research methodologies by:

• applying the methodology of case study to their research of the Popular Culture focus study
• using content analysis to examine various media relating to the popular culture” (page 35).

In the 2002 HSC paper, part (b) for each of the depth studies questions required the student to refer to the research methods used in the focus study.

You will find more advice about the examination and assessment in the buttons at the top of the page.

In short, keep referring to the syllabus outcomes to check whether your society and culture studies are on the right track.

2. The importance of concepts to society and culture

When you read the Society and Culture Syllabus one of the things that will become quickly apparent is the emphasis that is placed on the concepts. A concept can be defined as an idea or meaning conveyed in a term. Concepts are one of the three vital elements of the content in Society and Culture. Outcome H7 “applies appropriate language and concepts associated with society and culture” appears in all aspects of the HSC core and depth studies.

Concepts along with research methodologies and subject matter is what makes up the Society and Culture course. There are five key concepts in the Society and Culture course; persons, society, culture, environment and time. These concepts are fundamental to the course and apply to all of the HSC topics (see syllabus page 15–16). These concepts are interrelated and cannot be studied in isolation. The syllabus makes use of diagrams to illustrate this interrelationship (page 16).

Along with the five fundamental concepts you will notice that Social and Cultural Continuity and Change and each of the HSC depth studies also require you to integrate the concepts of power, authority gender and technology. You will also notice that each topic area for the syllabus will also list a number of key concepts relevant to the specific topic to be studied. Students must be able to define each of the concepts, understand how they relate to the topic and use these concepts in their discussion of their topics, both in class and in their assessment and examination responses.

The Glossary of terms on pages 58–63 of the syllabus will help you to define some of these terms. A dictionary of sociology and the relevant textbooks can also be useful for defining concepts (link to general resources).

3. Research methodologies

One of the other vital components of the Society and Culture course are research methodologies. These form the second of the three vital components of the course. Social and cultural research methodologies are outlined in pages 17–18 of the syllabus. Students will be required to define, interpret, understand and use these research methods outlined in the syllabus.

The outcome H6 “applies and evaluates the methodologies of social and cultural research” (learn about) refers to the knowledge of the methods that students need to acquire. Outcomes H8, H9, H10 and H11 (learn to) all encompass various skills needed to effectively utilise and employ research methodologies.

The core, in particular, requires students to develop their understanding and skills in the use of research methodologies. Social and Cultural Continuity and Change outlines the nature of social and cultural research methodologies. These methodologies are the quintessential element of the core: Personal Interest Project. A sound understanding and an ability to effectively apply research methodologies are fundamental foundations of the course and they are also an exceptionally valuable tool for work, further study and life.

4. Links between the Preliminary and HSC courses

There is a direct link between the Preliminary and the HSC course in Society and Culture. The concepts and the research methodologies you learn about in the preliminary course underpin the HSC course. You should be working hard to have a good understanding of these aspects of the course. The outcomes for the preliminary course are the foundation for the HSC course outcomes.

The HSC requires a higher standard and a more rigorous understanding of the course. Often the difference between and HSC and preliminary course can be in the descriptor. For example, P1 “describes the interaction between persons, societies, cultures and environments across time”, and H1 “explains ...”. Many of the other outcomes are similar in this way; P2 “identifies” and H2 “analyses”, P5 “investigates” and H5 “evaluates”. It is important that you study the differences in the outcomes carefully as this gives you an insight into the different expectations of the HSC course.

Furthermore, you should have a firm understanding of the keywords that the Board of Studies uses in both the syllabus and for the HSC examination. A good grasp of the meaning of keywords such as; analyse (Identify components and the relationship between them; draw out and relate implications) and evaluate (Make a judgement based on criteria; determine the value of) is essential to your understanding and interpretation of the requirements of the syllabus and the examination. A copy of the keywords can be found in the Glossary on the button bar at the top of this page.

Although, at first glance there may not seem to be a direct correlation between the subject matter in the preliminary course and the HSC, this becomes apparent when you investigate the nature of the course and the depth studies that you and your class undertake. All of the concepts and the methodologies from preliminary apply to HSC.

One of the major aspects of the HSC core is the PIP. The knowledge and skills that you as a student develop in the preliminary course are directly related to your PIP. Also, many students deal with subject matter in their PIPs that has arisen from the issues and material in the preliminary course. For example, a PIP on teenage pregnancy relates to Personal and Social Identity as would a PIP on youth subcultures such as skegs or punks. Or, you may wish to do a PIP on intercultural marriage that would cover the material from Intercultural Communication. The connections between the PIP and the preliminary course are almost limitless.

There are many continuities that can also be recognised in the course subject matter as well. You may have learnt about Japan and Australia in Intercultural Communication and this may be followed up with: a PIP on Japan; Japan as the country of study in Social and Cultural Continuity and Change; a study of 'Anime' in Japan for Popular culture; or Shinto as a Belief System.

The preliminary course is an essential feature in your understanding of the skills, knowledge and content of the HSC.

5. Change and the future

One of the major features of the Society and Culture course in the HSC is its emphasis on continuity and change and the future. Thirty per cent of your course time will be devoted to studying continuity and change in the HSC core. The PIP also provides a vehicle where these issues and concepts can be investigated and discussed.

Each of the HSC depth studies incorporates the fundamental concept of time and includes a section in both the “learn to” and “learn about” on the future. Outcome H1 states that you need to explain interaction, including time. Outcome H4 “evaluates continuity and change, and assesses social futures and strategies for change and the implications for societies and cultures” appears in the core and all of the depth studies.

These concepts and issues are very important to the course. No society and culture is static. They are constantly in a state of flux, changing and evolving. However, it is also important to remember that continuity is an important concept. This does not mean an absence of change but rather forces, people, movements or institutions that are inherently resistant to change.

Another important skill that goes hand in hand with continuity and change is the future. The depth studies and continuity and change all require the students to look at the future for their society, culture or country. The syllabus requires you to consider future scenarios, directions and possibilities that, of course, can be discussed in terms of “What has happened in the past?” and “What is happening in the present?”. For instance, the future of the impact of technology on workplace relations in Australia can be considered in terms of the past events, current issues and future possibilities.

6. Contemporary issues

There’s no separate section in the syllabus on contemporary issues, but you are expected to be knowledgeable about what is going on in the world.

The Society and Culture course attempts to produce a socially and culturally literate person that “is interested in, observes and asks questions about, the immediate (micro) and wider (macro) world”, that “is self-aware, with a sense of personal, social and cultural identity” and “is capable of informed decision-making and takes considered action on social issues”. (See diagram on page 20.)

A socially literate student and one who strives to understand the world around them and perform to their potential in Society and Culture will need to be aware of contemporary social issues at their local, national and global levels. It also requires students to “show critical discernment towards the media”. Therefore, it is essential for students to read newspapers, watch the news and appropriate television programs. Students should read widely, be involved in social debate and take an active interest in the world around them. Many valuable pieces of information that relate to society and culture can be gained from simply watching or reading 30 minutes or more of quality news and current affairs each day.

7. Focus studies, illustrative examples and cross-cultural comparisons

Focus studies and examples are exceptionally important in Society and Culture. This is how you can practically demonstrate your understanding of the concepts and themes in the course. There is an almost unlimited selection of focus studies, examples and cross-cultural studies that you can undertake in the course. In the HSC core, the PIP requires a cross-cultural comparison (link to PIP section) while Social and Cultural Continuity and Change has to be studied in a selected country. All of the HSC depth studies require investigation through a focus study. Here are some examples that were provided in the Board of Studies support document.

Models for programming cross-cultural and other comparisons

HSC course	Focus of comparison, as required in the syllabus	Model A	Model B
Social and Cultural Continuity and Change	in a selected country	Vietnam	China
Popular Culture	one popular culture with a local, national and global perspective	hip hop	Hong Kong action movies Jackie Chan
Belief Systems	one belief system and its relationship to the wider society and culture	environmentalism	Confucianism
Equality and Difference	the nature of equality and difference within one society	an Aboriginal community	religious cult in China
Work and Leisure	the nature of work and leisure within one society	Japan	Chinese traders in Djakarta

It is important that you read the syllabus carefully and follow the requirements. For example, belief systems include non-religious beliefs such as feminism, democracy, fascism and communism. There is also substantial difference between country and culture. The selection of a popular culture for a focus study must meet the requirements of the distinguishing characteristics of popular culture such as:

• being associated with commercial products
• developing from a local to a national to a global level
• allowing consumers to have widespread access to it
• changing and evolving constantly.

The syllabus should be examined carefully to ensure that the number of focus studies and areas of examination are met. For example a country must be selected for study in the HSC core: Social and Cultural Continuity and Change and within this, the syllabus dictates that a detailed study must be made of one of the following

– education

– beliefs, values and lifestyles

– social welfare and health

– gender roles and the status of women and men

– laws and the legal system

– government institutions

– family life and population changes within the country of study.

It is important that these sections of the syllabus are read carefully to ensure that all sections of the course are covered properly and in adequate detail.

The Society and Culture course is one of the most exciting and interesting in the HSC. By a thorough and careful examination of the Board of Studies syllabus, students, teachers and parents can ensure that the maximum teaching and learning advantages are gained from the course.