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

1Introduction

This support document has been designed to help teachers understand key aspects of the new Photographic and Digital Media Years 7–10 Syllabus and to provide guidance for implementation. The document shows how these aspects can be incorporated in teaching and learning programs, and how these programs are underpinned by the principles of assessment for learning (Photographic and Digital Media Years 7–10 Syllabus, pp 58–59).

The document provides advice about constructing a program that will cover the scope of Photographic and Digital Media for a stage. It sets out a process for planning and sequencing units of work, and developing teaching and learning activities.

The sample stage program plans and the sample units of work in this document demonstrate ways in which teachers can build a teaching and learning program and develop units of work to ensure coverage of the scope of the syllabus.

The document contains two Stage 5 sample units of work:

Locate, Situate, Speculate: This unit focuses on investigations of the conventions of cinematic and documentary video practice to represent the significance of particular places to an audience. Students make and interpret video works using the cultural and structural frames and investigations of practice and the conceptual framework.

Shapes and Shadows: This unit focuses on an investigation of the conventions of still life and how photographers manipulate light and shadow to convey meanings and communicate ideas about the world to an audience. Students investigate practice, the conceptual framework and the structural and cultural frames to make and interpret photographic and digital works.

These sample units can be used as models for planning units of work. They include:

relevant outcomes and content

assessment activities that have been designed and integrated into the units of work

different types of possible feedback

a variety of teaching and learning experiences

opportunities for student reflection.

An assessment activity from each unit has been selected to show how assessment can fit into teaching and learning sequences. They are described in some detail to illustrate the process of assessment for learning. Teachers would not provide this level of detail in day-to-day classroom situations. The units of work and activities may be modified or amended to suit the needs, interests and abilities of students.

For a small percentage of students with special education needs who are undertaking Life Skills outcomes and content, support materials will be provided which will assist in the development of a meaningful and relevant program of study related to the Photographic and Digital Media Years 7–10 Syllabus. Units of work adapted for students undertaking Photographic and Digital Media Life Skills will be included in a consolidated document that will be distributed to schools later in 2004.

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