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Photographic and Digital Media Years 7–10: Advice on Programming and Assessment

The diagram below shows how this process has been applied in the design of the sample unit Locate, Situate, Speculate (pages 24–32).

Criteria for assessing learning

Students will be assessed on their:

understanding of the conventions of moving forms to enhance narrative, mood, point of view and meaning through their:


use of a storyboard to suggest or construct a narrative with additional information about and consideration of voice-over, narration and music in a soundtrack


use of a video camera and a variety of shots such as close-up, panning and angle


understanding of how video-editing software can be used to link or sequence shots to establish a narrative flow, such as with dissolves and fades

understanding of how the structural frame and aspects of the conceptual framework can represent meaning and significance about a place through:


the selection of symbols, signs or visual codes to evoke mood, convey place and communicate atmosphere


awareness of the relationships of the agencies of the conceptual framework in communicating ideas and intended meaning about the world in a visual form to an audience.


A student:


develops range and autonomy in selecting and applying photographic and digital media conventions and procedures to make photographic and digital works


makes photographic and digital works informed by their understanding of the function of and relationships between artist-artwork-world-audience


makes photographic and digital works informed by an understanding of how the frames affect meaning


investigates the world as a source of ideas, concepts and subject matter for photographic and digital works


makes informed choices to develop and extend concepts and different meanings in their photographic and digital works


selects appropriate procedures and techniques to make and refine photographic and digital works.

Description of learning experiences

Students work in groups and submit a storyboard and proposal, including shots, sequence, transitions, titles, voice and music for a five-minute video. This video should capture, evoke and convey particular meanings about an identified place and a social issue to an audience. Students investigate the conceptual framework and the structural frame to develop their intentions, explore the meanings of particular places and communicate their ideas through a filmic language.

Evidence will be gathered by:

Students making a storyboard, their recording of their intentions and the visual codes they use to enhance and communicate the meaning of a particular place in their Photographic and Digital journal, and peer assessment and self-reflection sheet.


The student’s performance in relation to the outcomes will determine the feedback and what further learning experiences are appropriate; that is, whether the student needs further learning experiences in relation to the outcomes or whether the student is ready to engage with different outcomes. The teacher will provide advice to students about how to refine and consider their storyboard, camera shots and angles, sequencing, construction of a narrative and how meaning may be conveyed, before filming and editing.


Students in Year 9 have explored some cinematic and documentary conventions and procedures and have made short videos to develop their skills in the operation and use of the video camera. They have explored the structural and cultural frames, filmic language and how the social meaning and significance of a place can be captured and communicated to an audience. The purpose of this activity is for students to develop their intentions in representing and evoking different perspectives about the world through a visual language and to explore how to communicate these, through video, to a wider audience.


The teacher provides informal oral feedback to students in the planning phase of the video and at the completion of the storyboard. Oral and written feedback is also provided by the teacher, and through peer assessment when a first cut of the video is presented to another group for critiquing. This oral and written feedback will assist the groups to refine their videos and consider how to effectively communicate their intentions.


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