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 comprehensively set-up and neatly aligns with the requirements of the syllabus. While each phase does not include all CLOs, this does not mean that particular outcomes are excluded from the learning process. A single outcome will highlight one process but does not exclude other processes (QSCC2 2001:35). That is, while investigation and reflection may be emphasized in a particular phase, creating and participating may occur as a matter of course. In this module, the syllabus outcomes are met, but at the same time remain flexible enough so that the teaching program can be customised to meet the specific needs, interests and abilities of their students. In this respect, processes to meet the CLOs and the CLOs themselves can be tailored and approached accordingly.

While the module promotes a range of Core Learning Outcomes from the Time, Continuity and Change (TCC) and Culture and Identity strands, Phase One emphasises the dual processes of reflection and investigation (QSCC 2002:2). This phase frames questions that ask students to consider how they can be themselves, what influences their self-perception and how they can control these factors (QSCC 2002:6). These central questions are asked from the Phase's outset and the activities which follow it are designed to develop students' investigative skills and ability to critically reflect as they arrive at a range of answers. These same answers form the basis for fulfilling the module's purpose and overview;

Activities explore youth identities as constructed by the media. They assist students to consider how they might take greater control of their lives, especially their ideas, values and attitudes in present day globalised Australia. (QSCC 2002:1).

Phase Two builds upon the knowledge foundation laid in Phase One and its CLOs are investigating, communicating and reflecting. As mentioned earlier, the processes of creating and participating are also present.

Phase Three deals with CLOs in TCC 6.5 and CI 6.1, 6.2 and 6.3. This phase is placed well within the module as it combines what they have learned in the first two phases. The students are able to reflect on and add to the knowledge they have already acquired about gender and media influences and relate them to globalisation.

2. Focussing on the overview plan, to what extent is there a strong support for the inquiry methods of teaching and learning that are emphasised in the syllabus and literature on teaching and learning practices in the social sciences?

Due in part to John Dewey's educational theories of the 1900s, inquiry-based teaching and learning is essential for the success of any SOSE classroom (IP 2005). This method of teaching is designed to eliminate the "listen-to-learn paradigm" which has become entrenched in many classrooms. The module's overview plan makes provision for teachers and students to engage in the topic of Youth culture and identity using the critical inquiry-based methods. Questions are posed at each phase's beginning and students must investigate, create and discuss in order to reflect upon their answers. Moreover, the entire module addresses the inquiry-based learning process beginning at Phase One with investigation and finishing at Phase Three with reflection

In All phases of the module, inquiry-based learning is demonstrated by students.

Within the module, Phase One is situated in the investigative stage of the inquiry process. Investigating what is meant by media influences, gender and age in regards to youth culture and identity. They must then reflect on the ethical nature of these considerations. CLO 6.1 takes place in the context of TCC 6.5 and vice versa.

Phase Two contains activities that give students the opportunity to develop their metacognitive skills to both complete their inquiry and to develop their understanding of the inquiry process (Gilbert 2004: 29). The fact that Phase Two is allocated the most time (6 hours) suggests that there is a strong support for the student-centred inquiry method, in that the students' task is to investigate and produce their own argument.

Phase Three builds on the previous two phases. The students are encouraged to continue active investigation, communicating their reflection through oral and written means. The students are able to learn through constructivist teaching to creative reflection about what they have learnt and look at those issues from different angles and perspectives, creating their own ideas (Scheurman :6-9).

3. Focussing on Assessment in the overview and guidance given in the module, how appropriate are the assessment