Society and Information Technology

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Module 4: Place and Space

Assessment information for this module is divided into two components. Immediately below are the core outcomes for each SOSE strand. Satisfying these will form the core of assessment. Following these outcomes are criteria useful for developing an appropriate methodology for evaluation purposes.

Curriculum Learning Outcomes:

Core learning outcome:  

PS 6.4 Student use maps, tables and statistical data to express predictions about the impact of change on environments.

PS 6.5 Students make clear links between their values of peace and sustainability and their preferred vision of a place.

Discretionary Learning Outcome:

BY6.2 Students use modes of delivery appropriate for informing and persuading different audiences, to promote ecologically and economically sustainable futures.

Students demonstrate knowledge at least three of the following areas:

management of a place (IT governing bodies, control mechanisms, International Bodies, sustainable practices, policy relating to environmental protection, development, town planning, privacy, authority practices past and present)

geographic skills (city planning, environmental testing, developing criteria)

environmental issues in the Asia-Pacific region (global warming, demographic equity, resource management, sustainable development, trade, IT Management needs, power,  pollution)

environmental action research (process of inquiry, environmental impact report, identifying issue, development of action plan or vision statement)

impact of change on environments (city scapes, power demands)

human change (urbanisation)

visions of a place linked to values of peace and sustainability (environmental and economic sustainability, consensus decision making, absence of conflict between stakeholders, global equity)

Additional Assessment Criteria

In this module students will brainstorm information technology uses and social philosophies targeting concepts of place and space in social and environmental terms. Students will work to make a cohesive statement as a group and include their findings developed in other modules. Students will gather and interpret the information for their project following a development method which includes: questioning, planning, researching, analysing, synthesizing, and evaluating - and then present this in a cohesive multimedia format or, an oral report that includes support material in the form of handouts. Students will have analysed the data they have found and then evaluated the implications changes to use of Information Technology may have in terms of Place and space.

As a Teacher you will be marking a either a multimedia report or an oral report (plus handouts) from a group project report as a representation of a concept of space and place. The criteria below provides some guides to qualitative aspects of this type of reporting, and you can choose from amongst the criteria to develop a list suitable for your own class assessment. However, an additional oral report proforma is available to assist with this. This proforma should be provided to students to assist with their reporting process. The proforma is in .rtf format and in turn, with minimal effort, it can be adapted to provided a reporting assessment proforma. For an oral report proforma click here. There is also a PP proforma to assist students with their multimedia project design. For a PP report proforma click here.


Students will show analytical ability through the quality of complexity in their research and analysis, demonstrated in their multimedia or oral report with notes and evidenced by:

1. Reference to appropriate websites or other resources used for gathering information regarding their selected topics.

2. Demonstration of the ability to determine the validity of the information they are gathering evidenced of evaluation of any bias of the author and including comment on this in their report.

3. Demonstration of the ability to synthesize the information gathered in the form of a written report or inclusive diagrammatic representation.  

4. Evidence of qualitatively in-depth relationship between students original question and their summation or diagram.

Students will demonstrate their ability to identify key concepts by: 

1. using an Introductory paragraph, statement or sentence that best indicates the main idea of the selection.  

2. using information in illustrations, graphs, charts, diagrams, and tables

3. using a glossary to locate words and/or help clarify meaning.

4. using headings to locate where information is likely to be found.

5. using directly stated opinions, including those introduced by transitional phrases.

Students will demonstrate their ability to analyse and evaluate by: 

1. using information that is accurate to draw a conclusion

2. demonstrating reasoning for a conclusion which is based on fact before being supported by opinion.

3. showing relationship to between issues or situations

4. identifying biases or stereotypes influencing their conclusion.

Students will demonstrate comprehension skills by relating their text to other texts, experiences, issues, and events, as evidenced by:

1. identifying biases or stereotypes influencing their conclusion.

Students will demonstrate comprehension skills by relating their text to other texts, experiences, issues, and events, as evidenced by:

1.Illustrating connections between readerís / viewers experiences and background or by reference other texts, movies, television programs, or music etc.

2. identifying connections between the selection and issues or events in the community or world.

3. using referenced resources, when appropriate, to provided support.

Where students develop a multimedia that is largely written, or deliver an oral report with attendant notes, students will demonstrate the ability to structure their written communication by:

1. writing in a sequence and by making transitions among ideas and paragraphs.  

2. developing a recognizable beginning that conveys a clearly-stated topic to the audience.

3. developing a clearly sequenced body that is easy to follow with accurate placement of supporting details.

4.Providing a summation in the form of concluding argument 

Students will demonstrate the ability to structure their multimedia or oral report by:

1. Providing supporting notes for key concepts

2. Providing clear links between ideas / concepts

3. Illustrating or detailing arguments inherent in connections and links

4. Choosing appropriate graphic content

Students will demonstrate their ability to convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose by:

1. providing clear and easily identifiable purpose and main idea(s).

2. providing relevant supporting details and examples.

3. providing content and selected details and that consider audience and purpose.

In an oral report students will demonstrate their ability to convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose through the ability to:

Convey clear, focused main ideas with accurate, relevant supporting details, including documentation of sources, appropriate to audience and purpose.   

1. Demonstrate organisation by developing a beginning, middle, and end and by providing clear sequence of ideas and transitions.

2. Use descriptive and accurate words appropriate to audience and purpose.

3. Demonstrate control of eye contact, speaking rate, volume, enunciation, and gestures appropriate to audience and purpose.

(Students will demonstrate this outcome when they give their speech to the class.)  

Your report (whether oral or multimedia) should demonstrate that you have developed the following Study of Society and Environment (SOSE) skills:

The ability to:

Gather, interpret, use and document information from multiple sources, distinguishing facts from opinions and recognizing points of view.

(When students gather and analyse research from interview results and web articles and can include these results in their final report they will demonstrate this outcome.)

The ability to:

Examine a controversial event, issue or problem from more than one perspective.

(When students investigate the advantages and disadvantages of a technological advance or hypothesise on the benefits from a Place and Space concept they will be demonstrating this outcome.)

The ability to:

Consider two or more outcomes, responses, or solutions, identify their strengths and weaknesses, then conclude and justify which is the best.

 (When students predict and support their reasons for a technological advance from their research they are demonstrating this outcome.)  

The ability to:

Include all conceptualisations and to deliver developed arguments for your concepts within your final report.






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