Youth Culture Module

Introduction

‘Identities and Individualism: Youth cultures' is aimed at lower secondary, level 6. As a part of a ‘suite of modules for Levels 1 to 6,' this module addresses the very important issue of identity in today's world (QSCC 2002:4).   It not only allows for flexibility in discovering one's position within a group in society but how they relate to and within the broader world scheme. The module explores identity as constructed by the media focusing
on the strand of Culture and Identity (CI) with some Time, Continuity and Change (TCC) core learning outcomes used to provide background and context. The phases are logically sequenced, interlinking in a practical and cohesive manner. Phase One acts as an introduction or overview of the issues pertaining to youth culture while considering gender, age, media and ethical influences which surround Australian youth. Phase Two investigates youth gender roles in the past and present, giving students the opportunity to cultivate a deeper grasp of the issue. Phase Three utilises the knowledge gathered by students in the previous two phases and applies it to an examination of identity on a global scale and its impact on their lives. The following paper is an analysis of the module and examines its effectiveness in aligning with the expectations of the SOSE syllabus. The module will be examined in terms of its successful incorporation of the inquiry-based approach, appropriate design of assessment tasks and its ability to address the four key values emphasised within the SOSE framework.

1. How well do the CLOs align with the purpose and overview provided in the module?
The sequencing of activities within the classroom plays an important role in providing the opportunities students need in order to demonstrate learning outcomes (Gilbert 2004:86). Each of the three phases and their respective activities are logically sequenced and designed in such a way as to make the achievement of the CLOs possible. The module is... [continues]

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