VCE Unit 4 AoS 2:
|
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
|
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.
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 |
Calendar and Annotated Resource List
| aos2_agency_and_control_-_learning_sequence_table_.pdf |
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.
Downloadable files:
|
| ||||||||||
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.
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%)
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 |
www.lessonbucket.com
Media Reframed Units 1-4 (2018)
| ismit_vce_media_aos2_agency_and_control.pptx |
|
|
|
| ||||||||
Supporting resources
what considerations are needed in media control.
- 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/
- 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>
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)
- YouTube has its own set of guidelines including requirements for acceptable content as well as content that may attract advertising.
|
| ||||
|
| ||||
| media_reform_fact_sheet-overview_web_2017.pdf |
ADDITIONAL SUPPORT
Educational resource section
Australian media practicitioner webpage with insightful resources for teaching and learning. Supporting materials for arts in Australia with information on exhibitions
Reference to contemporary artists
Information with local knowledge on art, media and events around Melbourne and Australia. Lesson ideas and current arts issues.
- https://fuse.education.vic.gov.au/Secondary
Fuse is Victorian government initiative for unified resource in media education - https://nofilmschool.com
Australian media practicitioner webpage with insightful resources for teaching and learning. Supporting materials for arts in Australia with information on exhibitions
Reference to contemporary artists
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.
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
