Media AT2 statement of intention

In developing the learning sequence, I first engaged with the Media Study Design and explored each unit’s key learning components with the aim to extend my understanding of each and find an Area of Study that seems most interesting. Through this process, I made the decision to pursue developing a sequence for Unit 1 Area of Study 1, and from there I extended a deeper inquiry into the key knowledge, skills, and assessment requirements of the AOS, as well as the study specifications that would be most present and supportive through the learning outcome. With this information, I began to scout external resources for inspiration and plan how the sequence and supplementary content could be presented within the web portfolio. To develop the AOS content, I used the Backwards by Design approach (Wiggins and MicTighe, 2005, as cited in Churchill et al., 2021) to first establish the learning objectives and outcomes and followed this by then selecting the learning experiences and resources that will best foster student learning. Furthermore, I determined that I would create a ‘learning hub’ that would house key curriculum information and resources alongside the learning sequence, improving the student learning experience and collating all the important content in one easy-to-access place. 

Before accessing the AOS learning sequence, teachers or students can view the Unit 1 page, where provided is an overview of what students will work on throughout the unit as well as an array of general resources such as reading suggestions, media terminology, and annotation support that will help students extend their learning through the Unit Outcomes. Here you will find access to the AOS 1 learning sequence, along with additional resource web pages that provide students with quick access to important media content information such as the Media Production Process, Codes and Conventions, and curriculum guidelines that inform learning approaches. 

To engage with the AOS 1 learning sequence, the study overview, key knowledge, outcome requirements, and AOS timeline are all conveniently outlined at the top of the sequence, providing students with a visual list and access to what is expected throughout the study area. Followed by this, students can further view an assessment overview, where each assessment task is outlined and and the task requirements are clearly highlighted. To begin the learning sequence, students will observe, interact with, and complete tasks that are based on a more general scope of representation and its role in the media over time, considering the different factors that might influence the media we consume. With a developed understanding of representation, students will then dive into the body of the learning content where they will engage with and immerse themselves in a variety of representation topics such as film/TV characters, reality TV, gender, racism, and teenagers, completing a system of tasks and class discussions designed to strengthen their knowledge of media representation in different contexts. Through each section, students “analyse the media codes and conventions used to construct media products and meanings” (VCAA, 2023), and will compare representation across products and forms to assess the impacts they have had over time. Lastly, students will engage in a larger and final assessment task that requires them to create a print advertisement for a selected time period, society and audience “that promotes a positive representation of one of the stereotypes [and topics]” outlined (Caudullo and Kelly, 2020).

Within the learning sequence, pedagogical approaches are implemented throughout each core area of content and are highlighted at the top of the section to outline each High Impact Teaching Strategy (HITS, 2019) that is present. These have been integrated with the aim of supporting the learning needs of a diverse range of students and supplying teachers with a variety of approaches. Questioning strategies are consistently implemented across the learning sequence to “[stimulate] curiosity and interest” and “[check] for understanding” (Churchill et al., 2021), reinforced by Dialogic strategies that aim to substantiate conversations and contribute to “meaning making”; The extension of understanding (Wells, 1999, as cited in Churchill et al., 2021). Furthermore, the inclusion of ‘multiple exposures’ is important in providing students with the opportunity to encounter resources that might advance their knowledge of concepts, and additionally, strategies such as setting goals, planned structure, worked examples, and the option for differentiation are all present to enhance student learning outcomes (HITS, 2019). Consistent throughout creative subjects, the inquiry approach is also integrated throughout the learning sequence to encourage students to “[form] their own questions about a topic” and create their own objectives aligned with topic areas of interest (Churchill et al., 2021).