Social and Community Studies 2014 Project: Sportspeople and the This sample has been compiled by the QCAA to help teachers plan and develop assessment instruments for individual school settings. It demonstrates the following dimensions: Knowing and understanding Applying and examining Producing and evaluating Assessment instrument Comments This task is designed for Year 11 students and provides students with opportunities to demonstrate Dimensions 1, 2 and 3. Component 1 offers opportunities for students to: recognise and explain the ways life skills relate to social contexts explain issues and viewpoints related to social investigations organise information and material related to social contexts and issues analyse and compare viewpoints about social contexts and issues purposes plan and undertake social Context You are a public relations (PR) consultant and your client is a sports governing body. Technology advances and increasing attention have meant that professional sportspeople are often the focus of coverage. These stories have the potential to generate positive or negative opinion about the sportspeople, the sport and its sponsors. Task Your client, the sport s governing body, has asked you to draft their Code of Conduct. The purpose of this policy document is to outline the standards of behaviour for their contracted players to follow to ensure good workplace and public relations. To develop the Code of Conduct you will need to research how players and sport are represented in the. You are required to present your findings and draft ideas for your Code of Conduct in a memo to your client prior to submitting the final product. Component 1: Written Length: 400 500 words Your client has requested an email update on the progress of the project. In your email, present to your clients your analysis of representations of professional sportspeople and how this is informing your development of a Code of Conduct. Identify a particular sport for investigation. Plan and undertake an investigation into representation of the public behaviour of professional sportspeople in your chosen sport. Collect and organise information about in general and for your sport. 150072
Comments Identify and explain the significance for sport organisations of changing technology in the. Explain the various viewpoints related to the and public professionals in this sport. Analyse and compare viewpoints in various sources, looking for patterns (positives and negatives) about how sportspeople/events/organisations are portrayed in the. Outline your key ideas and progress towards developing the Code of Conduct. Component 2 offers students opportunities to: apply concepts and ideas to make decisions about social investigations Component 3 offers students opportunities to: apply concepts and ideas to make decisions about social investigations purposes communicate the investigations, to suit appraise inquiry processes and the Component 2: Product (Code of Conduct) Length: 200 250 words Write a Code of Conduct that the sports governing body could implement. Apply the concepts and ideas from your research to make decisions for the development of a Code of Conduct. Communicate the ideas and information in a succinct format appropriate for the intended audience (the governing body and the players). Component 3: Spoken Length: 2 3 minutes The PR firm you work at requires all staff to review each project to improve future practice. You are required to prepare and deliver a spoken presentation to the CEO of your firm. In your presentation you are to: appraise your planning and investigation (outline the strengths and weaknesses of the process) appraise the decisions you made about your Code of Conduct (provide reasons or evidence to support your statements) communicate the results of your review to the CEO and include any suggestions for future projects. Social and Community Studies Page 2 of 5
Conditions Assessment conditions Semesters 1 2 Semesters 3 4 Written component 400 700 words 500 900 words Spoken component 1.5 3.5 minutes 2.5 3.5 minutes Product component Schools provide students with some continuous class time to develop the product component/s of their project. Authentication strategies Initial discussion: Discuss your ideas with your teacher. Progress: Discuss your progress regularly with your teacher. When the first two components are drafted show them to your teacher for feedback and make necessary adjustments. Discuss your plan for the presentation of Component 3 to your teacher and make any adjustments necessary from the feedback. Further advice about authentication strategies is available in: the document Advice about strategies for authenticating student work for learning and assessment available at: www.qcaa.qld.edu.au/downloads/senior/snr_tla_strat_ auth_stud_work.docx video clips in the series Implementing teaching, learning and assessment on the Senior assessment hub at www.qcaa.qld.edu.au/31164.html. Social and Community Studies Page 3 of 5
Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E Knowing and understanding accurate recognition and comprehensive interpersonal skills relate to contexts succinct and logical explanation of issues and viewpoints related to the public behaviour of sportspeople and the. accurate recognition and thorough explanation of the ways interpersonal skills relate to contexts logical explanation of issues and viewpoints related to the public and the. recognition and interpersonal skills relate to social contexts explanation of issues and viewpoints related to the public behaviour of sportspeople and the. disjointed recognition and interpersonal skills relate to contexts simple explanation of issues and viewpoints related to the public and the. superficial statements of the ways interpersonal skills relate to contexts minimal identification of issues related to the public and the. Applying and examining detailed and thoughtful organisation of a wide range of information and material related to public behaviour and the insightful analysis and comparison of a wide range of viewpoints about the public behaviour of sports professionals and the methodical organisation of a range of information and material related to public behaviour and the in-depth analysis and comparison of a range of viewpoints about the public organisation of information and material related to analysis and comparison of viewpoints about the public inconsistent organisation of a narrow range of information and material related to public behaviour and the identification and description of viewpoints about the public behaviour of sports professionals and the collection of material related to public behaviour and the statements of personal opinion about the public Social and Community Studies 2014 Page 4 of 5
Applying and examining efficient and competent application of concepts and ideas to make justifiable decisions about the development of a Code of Conduct for the selected sport proficient use of language to effectively communicate ideas and information, according to competent application of concepts and ideas to make informed decisions controlled use of language to clearly communicate ideas and information, according to application of concepts and ideas to make decisions use of language to uneven application of concepts and ideas to make simple decisions inconsistent use of language conventions and features to communicate aspects of ideas and use of concepts and/or ideas in the development of a Code of Conduct for the minimal use language conventions and/or features to present ideas and information. Producing and evaluating efficient and competent planning and undertaking of an investigation into fluent and cohesive communication of the investigations that sustain the engagement reasoned and wellsupported appraisal of inquiry processes and the competent planning and undertaking of an behaviour and the clear communication of the investigations that engage considered appraisal of inquiry processes and the planning and undertaking of an investigation into communication of the investigations, to suit appraisal of inquiry processes and the partial planning and undertaking of an behaviour and the vague communication of the investigations, somewhat suited to description of inquiry processes and the minimal undertaking of an behaviour and the unclear communication of aspects of social investigations fragmented description of inquiry processes and/or the Social and Community Studies 2014 Page 5 of 5