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

Step 4Selecting the relevant syllabus content

Identify what students will ‘learn about’.

Specific content from the ‘learn about’ sections of the syllabus should be selected as a focus for the unit. This will be further enhanced by referring to the specific details supplied in the syllabus that unpack these statements in terms of practice, the conceptual framework and the frames.

Identify what students will ‘learn to’ do.

In the Photographic and Digital Media Years 7–10 Syllabus the ‘learn to’ statements have a direct relationship with corresponding ‘learn about’ statements.

Step 5Plan the teaching, learning and assessment activities

Assessment for learning activities occur as a normal part of the teaching process. Teachers plan the most suitable teaching, learning and assessment activities for the selected content, ensuring that they will provide the desired evidence of learning determined in Step 3. Teaching, learning and assessment activities should reflect students’ needs, experiences and interests, and should be student-centred and promote the development of knowledge, understanding and skills. Teachers are encouraged to include a variety of teaching approaches across a range of forms, artists and artworks. Concepts may be strengthened and deepened over time, and may be revisited over one or more stages to build on previous knowledge, understanding and skills.

Step 6Feedback

Feedback provides students with necessary information and direction to progress their learning and occurs normally through good teaching practice, mostly in an informal manner. However, when planning units of work, teachers should consider how to maximise feedback in the context of the teaching, learning and assessment activities and how the feedback contributes to students’ learning.

Step 7Reflection and evaluation

As teachers progress through the programming process, it is important to reflect on previous steps and evaluate the degree to which the unit has remained focused on the outcomes. Identifying the evidence of learning early in the process will assist in this. After the unit has been implemented, it is also necessary to evaluate the degree to which students have progressed as a result of the experiences and what should be done next to assist them in their learning.


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