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VCE Unit 4 AoS 2:

Agency and Control 

​ 
For Students 



Learning Sequence and lessons

             Area of Study 2: Agency and Control in the Media
Outcome 2
On completion of this unit the student should be able to discuss issues of agency and control in the relationship between the media and its audience.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.
Key knowledge
  • the dynamic and changing relationship between the media and its audience
  • the influence of both the media and audience
  • the way media is used by globalised media institutions, governments and the individual
  • the rationale for regulating the relationships between the media and its audience in Australia
  • the issues and challenges relating to regulation and control of the media
  • ethical and legal issues in the production, distribution, consumption and reception of media products
  • media language
Key skills
  • discuss the dynamic and changing relationship between the media and its audience
  • discuss the extent of the influence of the media and media audience
  • analyse the regulation of relationships between the media and its audience in Australia
  • analyse issues and challenges relating to regulation and control of the media
  • evaluate ethical and legal issues in the media
  • use media language.

Learning Sequence and SAC Assessments


Statement of Intention for Sequence

Statement of Intention
The focus for this assessment is Unit 4 Media production and issues in the media, specifically Area of Study Outcome 2: Agency and Control. The VCE Media Arts Study Design 2018-2022 provided the structure and framework for the sequencing and delivery of content for this unit. 
The approach to the learning sequence has been establish in AT1 ECA 736, which is from a socio-constructivist framework (Vygotsky 1978, Paiget 1954), that encompasses embodied and a critical pedagogy to facilitate student learning as both critical and exploratory learning. This approach has enabled activities, assessment (SAC) and lessons to be tailored around ‘new pedagogies for deep learning’, which emphasises citizenship, digital communication as well as  critical, dialogic, and collaborative learning (Fuse VIC 2019).  Students will develop and utilise critical literacy and visual literacy skills (Luke and Freebody 1990) through engaging in www.media-education-portal.comand a variety of technologies as tools for learning (meeting the ICT Literacy in VCCA and AISTL standards 1.4 requirements). 

 Planning approach: How content relates to the curriculum
In planning for Unit  4, Aos 2,  I have approached the VCE learning environment as a dialogic (Hattie 2012) and inquiry space  (Dewey 1934).  The learning sequence utilised a backward mapping technique, ‘backward design model’ (Wiggins and McTighe 2005, Churchill et al. 2019, p. 438)  to link the curriculum to the SAC assessment tasks’ requirements and VCCA delivery date. The weekly content and lesson plans was design around the assessment tasks for the Area of study, assuch lessons often supported essential assessment-based skills (Churchill 2019, p. 247) such as a practice class debate in week 5 lesson 3, and written response or video diary homework task in week 7 lesson 2 has been created.The assessment tasks are the oral report/debate and rubric (see Appendix C and D), and the short written response questions (Appendix E ) and marking criteria (Appendix F) . Hence, specific content has been structured to scaffold key skills and knowledge embedded within the study design based on VCE past examine samples (VCE SD 2017, VCE 2019) and intended learning outcomes.
I designed the learning sequence to scaffold students’ knowledge and skills by prioritising ‘assessment as learning’, in which the assessment process is made explicit on the outset (Churchill 2019, p. 438). A column in the unit planner, identifies the  ‘Teaching plan’ that maps out learning area/topic for the lesson and related to the study design learning outcomes (stated in column ‘key skills and knowledge from study design’). Each lesson has a big idea/intended learning outcome (ILO) to encourage student autonomy and ownership for their learning. John Hattie highlights effective and purposeful learning is about goal setting and clear instruction (Hattie 2012).  

Below is full the statement of Intention and statement that highlight ICT Integration into the unit to be downloaded.
_vce_sequence_-_statement_of_intention_and_ict.pdf
File Size: 145 kb
File Type: pdf
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Calendar and Annotated Resource List

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aos2_agency_and_control_-_learning_sequence_table_.pdf
File Size: 227 kb
File Type: pdf
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Student SAC Assessment task and rubrics

A ‘backward design model’ (Wiggins and McTighe 2005) to enable planning for assessment and the ‘measurable’ ways to assess student work. This framework facilitated the importance of ‘critical, creative and reflective thinking’ (Churchill et al. 2019, p. 291) enabled linking to Bloom’s Taxonomy Stage of Learningrevised by Anderson and Krathwohl (2001) by answering the question how can the student demonstrate their understanding? and how can they apply their learning? (what will the student ‘do’ after this lesson and/or learning sequence?). Hence, teaching strategies can be developed from the need to provide evidence of learning (Churchill et al. 2019, p. 241). The SAC assessment has specific debate rubric which will enable students to read and take accountability for their learning. By dividing the SAC into two assessment tasks, caters for diverse learners and those more dialogic learners through discovery and questioning and vocabulary (Churchill et al, 2019 p. 285), comparability for students who apply learning through written formal response processes and skills (Churchill et al, 2019, p. 239). Therefore, due to the nature of the Media Arts Study Design, applying case studies and media theories is an essential skill and requirement. The SAC assessments enables purposeful  learning by offering an opportunity to verbally respond through a debate scaffolding students’ skill development in writing and responding using relevant media theories and case studies as evidence to support their answers. 
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  1. CLASS ORAL REPORT/DEBATE SAC: 23rd August (5%)
  2. EXAM SHORT ANSWER SAC: 12 Sept: Agency and control (10%)
Downloadable files:
sac_assessment__task-_oral_report__debate_.pdf
File Size: 46 kb
File Type: pdf
Download File

sac_assessment_rubric_-_oral_report__debate_.pdf
File Size: 932 kb
File Type: pdf
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sac_assessment__task_-_short_answer_response_.pdf
File Size: 58 kb
File Type: pdf
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LESSON STRUCTURE: 

​Planning: When and Why learning sequence is structured?
The structure of the learning sequence covers 5 to 6 weeks with 1 week for revision. There are 2 x Double lessons (75mins) and 1 x single lesson (45 mins) per week. I have modified the earlier version of this structure by adding one double lesson since AT1. This extra time will facilitate a deeper learning, in which students can find a ‘voice’ to their response that will encourage respect for diversity, ideas and opinions (SBS 2016, p.1). Thus the amended learning sequence structure has 3 lessons per week, where content relates to the key skills and terminology  ‘discuss, analyse, evaluate’ (SD 2017, p. 27). 
In the  Planner, the content reflects the integration and application of these terms as part of the  ‘learning journey’. Activities - such as creating mind maps supported with resource tables, group discussion, debate and workshops (small group activities; Barnes 1975) will enable inquiry-based learning strategies (Churchill 2019, p.246) . I have planned for the use of feedback and exit cards (see appendix B) In these sessions use of these diagnostic tool(s) (Churchill 2019, p. 437) to provide feedback and ‘monitoring for quality’ (SD 2018, P. 7) which will … ensure there is a standard integration of content to meet curriculum and learning outcomes stated in the Study Design and effectively enhancing senior learning and teaching. 
LEARNING SEQUENCE for AoS 2:

Week 1:

Lesson 2, Lesson 3 Materials

Week 2:
Lesson 1, Lesson 2, Lesson 3 Materials

Week 3:
Lesson 1, Lesson 2, Lesson 3 Materials
CLASS ORAL REPORT/DEBATE SAC: 23rd August (5%)

​
Week 4:
Lesson 1, Lesson 2, Lesson 3 Materials
​
​Week 5:

Lesson 1, Lesson 2, Lesson 3 Materials

Week 6:
Lesson 1, Lesson 2, Lesson 3 Materials

EXAM  SAC: Mon., 12 Sept: Agency and control (10%)
 
 
 
 
 

Download theories from Lessonbucket.com:
communicationtheories.pdf
File Size: 51 kb
File Type: pdf
Download File

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www.lessonbucket.com
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Media Reframed Units 1-4 (2018)

ismit_vce_media_aos2_agency_and_control.pptx
File Size: 12101 kb
File Type: pptx
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user_and_audience_relationship___mediareframed_act11.5_-_.docx
File Size: 30 kb
File Type: docx
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activity_question_.mediareframed_act11.2.docx
File Size: 160 kb
File Type: docx
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activity_classfication_bodies.docx
File Size: 13 kb
File Type: docx
Download File

media_control_worksheet_mediareframed_act11.14.docx
File Size: 160 kb
File Type: docx
Download File

Supporting resources
  • Screen Australia, 2018, What’s the deal with Video on demand fact finders, www.screen.australia. Gov/research.com retrieved 5thaugust 2019.
 
  • Australian Communications and Media Authority (ACMA), 2018,Free Tv Australia, Commercial Television Industry Code of Practice, December 2015, retrieved 27thJuly 2019, https://www.freetv.com.au/what-we-do/industry-standards/
        formal code for screening content on Australian free to air television channels, sites etc.
 
  • Australian Government, 2014, The Australian Government Guide to Regulation, The Commonwealth of Australia, Department of the Prime Minister and Cabinet, retrieved 27thJuly 2019, <www.cuttingredtape.gov.au>
       definition of regulation and self-regulation. Guidelines for policy makers. Good resource for students to see government report and
        what considerations are needed in media control.

 
  • Booner F, “Recording reality on film and television”, in in Hall S, Evans J, Nixon S 2013, 2nded, Representations, Culture and Signifying practices, Sage Publications. (1997 First edition) 
         to be reading with Bondi rescue screening – reality television and construction
 
  • YouTube has its own set of guidelines including requirements for acceptable content as well as content that may attract advertising. 



 

2015-276812_media_reform_fact_sheet-control___ownership_web_sept2016.pdf
File Size: 249 kb
File Type: pdf
Download File

australian_government_guide_to_regulation.pdf
File Size: 497 kb
File Type: pdf
Download File

whats_the_deal_with_video-on-demand__-_infographics_-_fact_finders_-_screen_australia.pdf
File Size: 1700 kb
File Type: pdf
Download File

free_tv_commercial_television_industry_code_of_practice_2018.pdf
File Size: 469 kb
File Type: pdf
Download File

media_reform_fact_sheet-overview_web_2017.pdf
File Size: 317 kb
File Type: pdf
Download File

ADDITIONAL SUPPORT
  • https://www.acmi.net.au
         Educational resource section 
  • https://fuse.education.vic.gov.au/Secondary
    Fuse is Victorian government initiative for unified resource in media education 
  • https://nofilmschool.com 
​​        ​ Filmmaking site with education and who to videos
  • https://lessonbucket.com
​​        Australian media practicitioner webpage with insightful resources for teaching and learning.
  • https://www.arteducation.org.au
         Supporting materials for arts in Australia with information on exhibitions
  • https://www.artsaccess.com.au/gallery/
         Reference to contemporary artists 
  • https://www.artshub.com.au
         Information with local knowledge on art, media and events around Melbourne and Australia. Lesson ideas and current arts issues.​​​
  • https://www.nfsa.gov.au/learning/educational-resources/film-australia-collection
    National film and sound archives. Fantastic resource for teachers searching Australian content in film, television and multimedia.
RESOURCES TO SUPPORT PRODUCTIONS: FOR STUDENTS
 
FUSE
https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=282e3a2d-b08e-4caa-a956-a1b8beef2178&SearchScope=All
 
ALL YEARS
Fuse is Victorian government intiative for students and media education.

“Every art communicates because it expresses. It enables us to share vividly and deeply in meanings…”
John Dewey, Art as Experience
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  • Welcome
  • FOR MEDIA ARTS TEACHERS
    • MEDIA ARTS ADVOCACY >
      • Flyer For electives Night
    • MEDIA ARTS CURRICULUM
    • Pedagogy/ Strategies
    • RESOURCES FOR TEACHERS
    • ASSESSMENT
    • PROFESSIONAL DEVELOPMENT
  • FOR MEDIA ARTS STUDENTS
    • LESSON RESOURCES FOR STUDENTS YEARS 7-10 >
      • YEAR 7-8 TOPIC 1: Language for the Screen
      • YEAR 7-8 TOPIC 2: Filmmaking
      • YEAR 10 Unit: Representation of Teens in Film
      • YEAR 10 Student work Exhibition
    • LESSON RESOURCES FOR VCE STUDENTS >
      • VCE UNIT 1 & 2 RESOURCES
      • VCE UNIT 3 RESOURCES
      • VCE UNIT 4 RESOURCES
      • VCE Agency and Control learning sequence >
        • Week 1: lesson materials
        • Week 2: lesson materials
        • Week 3: lesson materials
        • Week 4: lesson materials
        • Week 5: lesson materials
    • Blog
  • ENGLISH
    • My Writing Classroom - Ms Smit
  • About me - site curator
  • REFERENCES