Social and Cultural Practices Learned Under the Higher School Certificate Programs - Assignment Example

Structure of the Unit of Work Name Institution Structure of the Unit of Work Handling the learning environment is sometimes significant in achieving the interesting goals that tend to have been unachieved before. In this perspective, considering a particular unit and the social background of the learners form part of the important factors that influence the learning process (Griswold, 2008). However, it is worth noting that a unit handles a specific concept and reveals fine details concerning or related to the concept handled. For this case, the learning environment comprises of the Year 11 S&C Class, a mixture of both girls and boys from middle class families and different religious backgrounds revolving around Christianity, Islamic and Hinduism. However, the number of Christian students surpasses the combination of the Islamic and Hindu students. This n itself build a unit that declares the characteristics of each thereby establishing the platform for interaction with less consideration of the social differences (Antoun, Quataert, & State University of New York at Binghamton, 1991). The unit work comprises of the stage 6 syllabus that entails the topic, Society and Culture. The topic address on the social and cultural practices learned under the higher school certificate programs. In addition, the unit plays an essential role of displaying the means and methods of deducing the post-school opportunities in the immediate environment. This among other areas of interest can be addressed in the following focus and sequence questions. The focus question: What is the essence of society and culture in the contemporary society? Sequence questions: What are the major elements of society and culture? What depicts the significance of understanding various social and cultural backgrounds of individuals from different geographical locations? How can the social and cultural practices be integrated in the education curriculum top bring unity among students? Which outstanding roles are played by the society and culture attached on the positive related impacts? Basing on the focus and sequence questions outlined above, it is evident that the unit address various outcomes such as the knowledge, values and attitudes as far as personal behaviors are placed under consideration. This draws a close attention towards the relationships among the students that eliminates the differences in the social and cultural backgrounds. Sequence Question No. : What are the major elements of society and culture? Main Learning Activities Main Information Source Activity Chosen for Assessment of Learning -identify and familiarize with the common societies and the cultural practices, by outlining examples of some of them. -highlighting outstanding elements from various societies and cultures. -deducing common elements of the society and culture that cut across a large number of communities familiarized with through learning or based on personal interaction. -concluding the most significant elements that can be considered s far as the higher certificate school program is placed under consideration. Kwiat & Turpie. (1960). Studies in American culture; dominant ideas and images. Page 84. The book gives enough details on the elements and offers the learner to think other related elements that can be identified in the most immediate environment. The support from other books offers the best opportunity of learning the elements. Oral class questions concerning the elements of society and culture. Sequence Question No. : What depicts the significance of understanding various social and cultural backgrounds of individuals from different geographical locations? Main Learning Activities Main Information Source Activity Chosen for Assessment of Learning - participating in group discussions to deduce the outstanding aspects that reveal the essentiality of social and cultural backgrounds of various communities. -individual presentations from various groups on the views concerning the aspects. -briefing and lecture on the aspects based on various sources such as articles accompanied with examples. Norby (2008). Values, cultural identity and communication: a perspective from philosophy of language. pp 1404-1634. The article is quite relevant in revealing the research on the significance of society and culture. The ultimate realistic findings satisfy reliability of the source thereby giving room of getting the facts. Continuous assessment cat on the details of the aspects. Sequence Question No. : How can the social and cultural practices be integrated in the education curriculum to bring unity among students? Main Learning Activities Main Information Source Activity Chosen for Assessment of Learning -cognitive modeling and brainstorming on the most appropriate ways of integrating the social and cultural practices in the education curriculum. -class open-discussion that gives chance to reason within the learning brackets. Barnhardt, R. (1981). Culture, community and the curriculum http://www.ankn.uaf.edu The article proves the efficiency of the internet in availing the most necessitated information concerning the integration of the society and culture in the education curriculum. It reveals the possibility of endorsing various programs that can support the integration thereby making the source sufficient in satisfying the expectation. Class deliverables Sequence Question No. : Which outstanding roles are played by the society and culture attached on the positive related impacts? Main Learning Activities Main Information Source Activity Chosen for Assessment of Learning -researching from various sources that entail out-of-class activities. -reviewing related documented sources that covers the subject under consideration. -problem solving and debating on the roles through assessment of the suggested roles. Lillemyr, (2009). Taking play seriously: Children and play in early childhood education-- an exciting challenge. Pg 49 The book provides enough details on the roles played by society and culture in various communities. By virtue of giving examples offers a better chance for the learner to relate the concepts or the knowledge gained with real life situation. Wrapping The unit work covers various areas that are closely related to culture and the society. The primary outcome is to fulfill the knowledge objective as well encouraging values and fruitful attitudes among the students. Inclusion of participative learning encompasses and at the same time encourages inclusive contribution of the learners (Moore, 2004). The confidence build up is essentially emphasized by virtue of ensuring uniform contribution from each member. This meets the unit outcome objective of channeling sufficient knowledge to the learners and making them aware of what is going on around them and the neighboring parties as far as their life is placed under consideration. For example, under the main activities, there is a mention of the debates, class discussion, and presentation creates the most fruitful platform for gaining the ultimate knowledge. The spirit of sharing and collaborative reasoning helps learners to learn new things and get exposed to new concepts as well. On the other hand, availing the assessment to test the knowledge gain is a clear concern that brings to attention the entire need of the learners to acquaint them with the most relevant knowledge. The call for self understanding and acceptance signifies the essence of learning the unit. The importance of exercising the most acceptable values and having a positive attitude towards various social backgrounds has keenly been addressed in the unit. This means that students, after the unit, will have a positive attitude of acceptance for oneself and the colleagues, thereby eliminating the spirit of discrimination in the learning environment. Furthermore, the fact that the students come from different social backgrounds as well as religious groups, it is quite challenging for them to initiate a program or a platform that can help them to interact fruitfully. The unit serves a major role as well as a unifying factor among the learners through forgetting the differences among them and interact freely thereby making learning an enjoyable process (Xu, 2002). It is worth noting that the entire syllabus encourages people, not only the students, to appreciate the society and the culture that plays alongside the values practiced by the members of the community in a given geographical location. In addition, it is worth noting that bridging up the social differences serves as a developmental as well as unifying factor for people from different locations (Gay, 2000). Conclusion Handling essential areas in the learning process is of significance. This area covers almost all areas that revolve around the society and culture. It therefore compiles the elements of the society and culture, how society and culture can be incorporated into the education curriculum, the stunning elements as well as the essential roles played by society and culture. With the features stated, society and culture reflects on the tendency of cultivating the values and altering the attitudes of people concerning life (Gullo, 2005). In the process, learners gain knowledge that can expansively be used in many areas of life. However, it is advisable to give the society and culture to play their role in the community. References Antoun, R. T., Quataert, D., & State University of New York at Binghamton. (1991). Syria: Society, culture, and polity. Albany, N.Y: State University of New York Press. Moore, J. D. (2004). Visions of culture: An introduction to anthropological theories and theorists. Walnut Creek [etc.: AltaMira Press. Kwiat, J. J., & Turpie, M. C. (1960). Studies in American culture; dominant ideas and images. Minneapolis: University of Minnesota Press. Norby, H. (2008). Values, cultural identity and communication: a perspective from philosophy of language. Journal of intercultural communication, (17), pp 1404-1634. Xu, L. (2002). Searching for life's meaning: Changes and tensions in the worldviews of Chinese youth in the 1980s. Ann Arbor: University of Michigan Press. Gullo, D. F. (2005). Understanding assessment and evaluation in early childhood education. New York: Teachers College Press. Gay. (2000). Cultural Responsive Teaching Is Validating. Retrieved from: http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm Barnhardt, R. (1981). Culture, community and the curriculum. Retrieved from: http://www.ankn.uaf.edu/Curriculum/Articles/RayBarnhardt/CCC.html Lillemyr, O. F. (2009). Taking play seriously: Children and play in early childhood education-- an exciting challenge. Charlotte, NC: IAP, Information Age Pub. Griswold, W. (2008). Cultures and societies in a changing world. Los Angeles: Pine Forge Press. Read More