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

Scope and sequence models

The following scope and sequence models are not prescriptive; they are intended to provide different examples of how this course can be delivered.

These models provide examples of how a teacher may select specialised or broader investigations of content for this course based on the resources available at the school, as well as teacher expertise and student interests.

The first 100-hour model provides an example of how to plan learning activities within four terms with a specialised and in-depth study of one form, still photography, with a focus on wet photography and digital media. The second 100-hour model provides a more broadly based investigation of two forms, still photography and moving forms with a focus on wet photography, digital media and video practices. In the 200-hour model these learning activities in making and critical and historical interpretations of photographic and digital media are extended and deepened with further investigations of still, interactive and moving forms, the frames and the conceptual framework.

All units of work include making and critical and historical interpretations of photographic and digital media works. The shaded areas indicate the frames and agencies of the conceptual framework that are the focus of the unit.

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