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

4Programming Units of Work

The sample units of work have been developed using the following process:


identify the outcomes that will be addressed in the unit


decide on the focus of the unit of work


decide on the evidence of learning that will be required, how students will demonstrate learning in relation to the outcomes and how this evidence will be gathered and recorded


select the relevant syllabus content for the identified outcomes relating to the knowledge, understanding and skills that students will develop


plan the learning experiences and instruction, and identify the assessment for learning strategies that will provide the evidence of learning, checking that:

a range of assessment strategies is used

meaningful feedback in a variety of forms can be given to students

opportunities are provided to reflect on student progress and modify future learning experiences accordingly.

The sample units of work that follow are designed to assist teachers as they plan for the implementation of the Photographic and Digital Media Years 7–10 Syllabus. The units provide programming ideas for selected syllabus content. Each unit of work relates to a particular area of the syllabus.

Step 1Selecting outcomes

Outcomes in the Photographic and Digital Media Years 7–10 Syllabus are organised around the areas of content. A manageable number of outcomes should be selected to form the focus of the unit of work. Typically, some outcomes will play a more important role in each unit. Teachers should map the units across the stage to ensure an adequate coverage of all syllabus outcomes.

Step 2Decide on the subject matter or focus of the unit of work

Once the outcomes have been selected the focus of the unit of work should be selected. For example, is this a unit that foregrounds the structural frame and relationships between the artist and the audience, or does the unit foreground an artist’s practice and the postmodern frame? It is important to consider how this unit relates to past and future learning experiences to ensure that teaching and learning activities build on and deepen students’ understanding of syllabus content. This will guide the anticipated evidence of learning and the selection of relevant syllabus content.

Step 3Decide on the evidence of learning

As the outcomes form the focus of the unit, it is necessary to identify the specific evidence of learning to be observed through the teaching, learning and assessment activities. This evidence will enable judgements to be made on student achievement in relation to the outcomes and identified content.


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