FORWARD PLANNING DOCUMENT

Year Level:

11

Term/Weeks: Term 2 Week 1

Learning Area/Topic: Psychology: Unit 2: Others: Social Psychology: Social Categorisation

General Capabilities:
Literacy
Numeracy
Cross-curriculum priorities:

ICT

Critical and Creative Thinking

Ethical Behaviour

Personal and Social Competence

Intercultural Understanding

Psychological Knowledge: Psychological Understandings, Investigating in Psychology; Applying and relating psychological understandings; Communication in psychology

Week/
Lesson

Curriculum
Strand

Teaching & Learning Experiences (include Focus/Key questions)

Resources

(type, weighting
and outcome)

As a result of this
lesson students will be
able to:

Introduction:

Direct students to open Weebly link and read introduction - http://psychsocial.weebly.com/

Students will already be familiar with Kidblog and how to use it to complete informal and formal assessments.

First thought activity: Describe a kindergarten teacher, race car driver, taxi driver and dancer. Differences?
Similarities?
Body:

Bitstrips activity students are to create an avatar of a police officer or nurse. Female or male?

Think pair share: Why do you think we generate different and/or similar pictures of people based on a single
category like occupation? Why would it be important to be able to use stereotypes to distinguish people of these two
occupations specifically?

Definitions and explanations read the section on the Weebly under social categorisation from the text book and
answer what social categorisation is, examples, what stereotypes are, how they are formed.

Padlet brainstorm 1 minute to generate as many different stereotypes as possible. Was it easy or difficult?

Job Match activity explain talking to them. At the end ask who answered wrong and why we use them?

Padlet brainstorm 1 minute to generate challenge to stereotypes. More difficult? Why?

Conclusion:
YouTube video How does it make you feel? Do you think it is possible to change them?
Discussion questions: What are stereotypes and are they always negative?

Link to Bitstrips
https://www.bitstrips.com/c
reate/avatar/
Fletcher & Garton (2007)
text book p237-239.
Padlet link
http://padlet.com/b_abbott
1/1tu28jxusgh8
Job match activity
http://www.scootle.edu.au/
ec/viewing/L1036/index.ht
ml
Projector screen and
YouTube link
https://www.youtube.com/
watch?v=vxd_DKsITXo
KidBlog

Informal
assessment
throughout lesson
during questioning,
during activities
and by observing
student
participation and
answers.

As a result of this
lesson students will be
able to:

Introduction: Class discussion on previous lesson and a brainstorm on the following questions; How do stereotypes make
you feel? What are the positive consequences of stereotype? What are the negative consequences of stereotypes? Have
stereotypes ever changed the way you have behaved/performed?

1. Describe how
stereotypes can impact
performance and identity

Body: Presentation on the impact that stereotypes can have on performance and self-concept/identity students to
engage with presentation and answer questions.
IMovie/photo collage activity I am not my stereotype - Students will watch the YouTube video I am human therefore I am
stereotyped to introduce them to the activity. Students will be separated into two groups, one group will create an iMovie,
and the other will create a photo collage using collage.com. Students will use iPads to capture photos or videos to create
their movie or collage. Students are required to identify a stereotype inaccurately attributed to themselves, and then
identify a way they challenge these stereotypes.

Fletcher & Garton (2007)

text book p237-239.
iMovie application
iMovie YouTube
instructions link
http://www.educatorstechn
ology.com/2013/02/6-wayto-enhance-studentslearning.html
iPads
Collage.com
Projector Screen and
YouTube link
https://www.youtube.com/
watch?v=4iZc8SuWML8

Informal
assessment
throughout lesson
during questioning,
during activities
and by observing
student
participation and
answers.

1. Define the term

stereotype and social
categorisation
Week 1
Lesson
1

Stereotypes

2. Distinguish between
different types of social
categories and their
associated stereotypes
3. Evaluate how
stereotypes are formed
and why we use them

Week 1
Lesson
2

Stereotypes

Assessments

Learning Objectives

2. Identify stereotypes that

have been inaccurately
attributed to themselves
and other
3. Identify truths that
challenge stereotypes and
reflect on their own use of
stereotypes.

Conclusion: Students will present their final product to the class and a group discussion will be encouraged. This process
will help students identify the way they and others wrongly attribute stereotypes to others. Students will be asked to reflect
on the I am not my stereotype activity on the class Kidblog. Students will reflect on the following questions; How did I feel
writing down my stereotype? How easy was it to challenge your stereotype? How did it make you feel to challenge
stereotype? Did you learn anything new about your classmates? What did you learn about the stereotypes you have
attributed to others in your class? How will you adjust the way you use stereotypes in the future? Will you think twice?

Reflections on the
KidBlog will be
formally assessed.

Reflections on the
KidBlog will be
formally assessed.

FORWARD PLANNING DOCUMENT

Year Level:

11

Term/Weeks: Term 2 Week 1

Learning Area/Topic: Psychology: Unit 2: Others: Social Psychology: Social Categorisation

General Capabilities:
Literacy
Numeracy
Cross-curriculum priorities:

ICT

Critical and Creative Thinking

Ethical Behaviour

Personal and Social Competence

Intercultural Understanding

Psychological Knowledge: Psychological Understandings, Investigating in Psychology; Applying and relating psychological understandings; Communication in psychology

Week/
Lesson

Curriculum
Strand

Social values and

behaviour
Week 1
Lesson
3

Learning Objectives
As a result of this
lesson students will be
able :

Introduction:
-Youtube video on cultural values
-Start brainstorm using Padlet what are social values and how are they formed.

1. Define social values

and explain how they are
formed
2. Construct a slideshow
that outlines how social
values are used & their
relation to stereotypes.

Body:
-Discuss concepts in text book read a section each in groups of 3-4 and report back to the group
-Create a slideshow in groups to define cultural and social values using slide.ly.
-Groups must also discuss in the slideshow how social values are used, do they change and their relation to
stereotypes & behaviour.

As a result of this
lesson students will be
able :
1. Distinguish between
qualitative and
quantitative research
methods
Week 1
Lesson
2

Social values and

research methods
qualitative and
quantitative data,
surveys

Teaching & Learning Experiences (include Focus/Key questions)

2. Design a method for

measuring social values

Resources
Text book Fletcher &
Garter (2007) p 74-86
Youtube video Cultural
Conflict: Personal
Values
https://www.youtube.co
m/watch?v=UTd8XS5U
A4g

Assessments (type &

weighting)
Informal assessment
throughout lesson
during questioning,
during activities and by
observing student
participation and
answers.

Conclusion:
-For homework, students must finish making their slideshow and add it to their kidblog.
-If some groups have already finished and there is time, they may choose to present their slideshow to the whole class
by displaying it on the projector screen.

Padlet:
https://padlet.com/
http://slide.ly/

Introduction:
Recall previous lesson on types of social values ask students to name examples.
Explain to students that we will be looking at research methods and how to measure social values.
Bubbl-us brainstorm possible research questions and ideas for collecting data. Collate ideas into 6 separate
ideas so groups have a focus for their project.
Body:

Jigsaw activity number the students from 1-3, instruct them to go and sit with the others in their number.
Research a topic each in group, discuss and then go back to original group. Topics are possible ways of
designing methods for measuring social values: open-ended qualitative method, fixed response qualitative
method, scaled quantitative method.

Questions: Give an example of qualitative and quantitative. What is involved in creating a survey? What do we
have to consider for ethics and consent?

In groups design a method of determining cultural and gender values. Chose open-ended interview/survey, fixedresponse interviews/ surveys or qualitative survey. Come up with questions for survey or interview. Groups
should aim for 1-2 questions per person. Walk around the room to assess student participation.

Add final product to Kidblog.

Conclusion: Questions: Which part did you find hard/easy? How well did you work in teams? Was the program
Survey Monkey an easy one to use for this project? Did you use any others?
Students can fill out the survey individually.
Discuss what could be involved in analysing the results.

Bubbl-us
https://bubbl.us/mindma
p

Formative assessment
by using checklist and
notes:

Text book Fletcher &

Garter (2007) p 78-79

Objective 1 through
questioning and jigsaw
activity

Survey Monkey
https://www.surveymonk
ey.com/create/?sm=b6A
1scZ28uoHon9U47ig8O
G61rt5GRl8SBHrwzxip_
2BY_3D

Objective 2 through
introduction brainstorm,
jigsaw activity and
survey/interview
designing task.

Formal assessment of
creation on Kidblog