|Society and Information Technology Curriculum|
© graphic courtesy of millan.net
The overall goal of the module to increase metacognition regarding the implications of an information-technology based infrastructure, within a social context.
The course is designed for Year 10. It is based on modular structure which requires student to develop a response to a fantasy 'scenario', in order that a broad base of inter-connections may be explored. This response is crafted as a group-response project. This study aims to promote the five processes of investigation, creation, participation, communication and reflection. A variety of methods to stimulate these five processes and related concepts are included in the project schema.
Investigation is explored through examination of primary and secondary evidence and field study. An understanding of uniqueness in human events (in particular the way in which social visions vary) is developed through both group processes and the breadth of implications created by the 'fantasy scenario'. Investigative processes are included as initial and continuing components.
Creation ability is encouraged through the need for individual initiative and lateral thought, in order to visualise outcomes and implications of any scenario.
Communication skills are promoted through the dynamic of group enterprise and additionally the communication skills of clarification and argument, as well as consideration of audience, are brought to the fore through the use of a 'project report' as a concluding module outcome.
Participation skills are similarly encouraged through through the need for negotiation, respect, tolerance, equality and advocacy as part of a groups-processes.
Reflection is encouraged throughout the module and metacognitive processes of introspection, interpretation, exploration of context and development of preferred visions are stimulated. The vehicle for these processes again revolves around students developing a response to a 'scenario' in which technological infrastructure is threatened.
Values and Concepts include:
equity, access, social sustainability
Ecological and Economic Sustainability
interdependence, ecological integrity,
Peace and Belonging
The SOSE key values and concepts
can be included in any area of investigation, depending on
how broadly or how intimately a subject is explored. This module
deliberately constructs a radical scenario in order to stimulate
students into considering broad ideas, and as consequence, many issues are raised. Therefore,
the following SOSE key values and concepts should be read as possible
focal areas and not as either exclusive, or areas students are required
to focus on.
Module 1: Time, Continuity and Change
1. evidence over time
2. changes and continuities
3. people and contributions
4. causes and effects
Module 2: Systems, Resources and Power
1. interactions between ecological and other systems
2. economy and business
3. participation in decision making
4. citizenship and government
5. access to power
Module 3: Culture and Identity
1. cultural diversity
2. cultural perceptions
4. cultural change
5. constructions of identity
Module 4: Place and Space
1. human–environment relationships
2. processes and environments
4. spatial patterns
5. significance of place
Continuity and Change are primary foci as the module explores
interactions between ecological and other systems, economy and business,
participation in decision-making, citizenship, government and access to
power through analysis of key areas of technological dependence and in
particular, information technology dependence.
6.2 Students use their own research focus to analyse changes or
continuities in the Asia-Pacific region.
Students make reference to values and peer-generated visions of
preferred futures to suggest how they might contribute to creating
Resources and Power are explored through consideration of
information technology as a recent phenomenon and the social changes
that have arisen from it.
6.1 Students develop and test a hypothesis related to a relationship
between global economic and ecological systems.
6.3 Students advocate to influence Australia' s role in the future
global economies or environments.
6.4 Students communicate informed interpretations to suggest reforms to
an economic, political or legal system.
SRP 6.5 Students apply understandings of social justice and democratic process to suggest ways of improving access to economic, political and legal power.
Students predict the consequences of attempts to reform economic,
political or ecological systems.
Students propose changes to economic, political or legal systems to make
them more democratic and socially just.
BY6.5 Students suggest solutions to problems involving inequitable distributions of power and resources in a global context.
and Identity are explored through consideration of the
creation of cultural change through technological changes.
6.1 Students analyse the ways in which various societies inhibit or
promote cultural diversity.
6.4 Students describe specific instances of cultural change resulting
from government legislation or policies that have impacted on other
Students synthesise quantitative and qualitative data on perceptions of
a current cultural issue to develop a community information strategy.
and Space are explored through consideration of
human-environment relationships, especially as they are impacted upon by
6.4 Student use maps, tables and statistical data to express predictions
about the impact of change on environments.
6.5 Students make clear links between their values of peace and
sustainability and their preferred vision of a place.
Students use modes of delivery appropriate for informing and persuading
different audiences, to promote ecologically and economically
VISIT AN AREA IN OzEdweb