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Understand this Curriculum connection – Media consumers and creators

Introduction

Australian students are both consumers and creators of contemporary media content. The Curriculum connection: Media consumers and creators highlights where students have an opportunity in the Australian Curriculum to be analytical, creative and media literate. The Australian Curriculum addresses learning about media consumers and creators through content in Media Arts, English and Digital Technologies from Foundation to Year 10. There are also connections to other learning areas, general capabilities and cross-curriculum priorities. The Curriculum connection supports the aims of the Australian Curriculum to help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. In today's digitally connected world, young people interact in person and online with a range of traditional and new media.

 

The Curriculum connection: Media consumers and creators encourages students to be:

  • critical and mindful thinkers
  • creative and imaginative producers
  • effective communicators
  • informed and responsible consumers and creators of media. 

 

Media describes all channels of communication. In contemporary society, communication is increasingly digital and multimodal. Media content is the messages, stories, ideas, perspectives and opinions shared through media forms, from printed paper to digital information. 

 

Media forms can operate at a mass level or at an interpersonal level, where communication occurs between individuals and among online communities. The evolution of traditional media industries in a digitally connected world has given rise to new media, which includes forms that may emerge in the future. 

 

Media literacy is the ability to engage with media in all aspects of life and is essential for full participation in society. It is the ability to both engage with and be critical of the media that people consume and create. Media literacy is key to developing students’ curiosity and for them to analyse and create with critical and creative skills. Media literacy relates to and differs from online safety and digital literacy.

Media literacy Venn diagram produced by Australian Media Literacy Alliance (reproduced with permission). Note E-safety is described in the Australian Curriculum V 9.0 as online safety.

 

A digitally connected world

 

In a digitally connected world we can connect, create, communicate and access information through a digital infrastructure. The digital world is:

  • a group of interconnected information technology resources that function both independently and as an interrelated unit when required
  • a world comprised of suppliers, customers, trading partners, applications, third-party data service providers, etc.
  • a simultaneous construction by designers and consumers
  • a dynamic environment marked by rapid and sometimes exponential change 
  • a world that is in a state of continuous emergence
  • a space impacted by access issues including:
    • privacy settings, passwords and security protocols
    • location and digital coverage
    • financial constraints
    • language constraints 
    • diverse needs of users
    • equipment, energy and resources availability
  • disruptive and contradictory in nature as it has potential to be:
    • collaborative and collective, enhancing teamwork, networks and communities around shared interests
    • open, global and decentralised
    • monetised, commercialised and exploitative
    • aligned with broad social movements
    • often ahead of legislative, legal or educative frameworks
    • highly impactful and powerful in sociocultural ways.

 

Students as consumers of media

 

Students are consumers; that is, they are viewers, listeners, users or readers of traditional and new media. Traditional media is any type of content that is distributed through established channels. Some examples of traditional media channels include television, film, radio and print publishing. The evolution of traditional media industries and distribution channels in a digitally connected world is described as new media, which includes forms that may emerge in the future. This includes, but is not limited to:

  • text and graphics: websites, articles, e-books, digital newspapers and magazines
  • audio: podcasts, radio and other audio streaming services
  • video: television and online video platforms; for example, video streaming services
  • images: digital photography, graphics and images created with generative AI tools
  • digital media platforms: platforms with websites, apps, gaming and commercial services; for example, social media platforms 
  • interactive and synthetic reality related media: video games, simulations, virtual reality (VR), augmented reality (AR), mixed reality (MR) and extended reality (XR) environments
  • advertising: digital advertising, banners, influencer marketing, email and multimodal campaigns

 

It is important to note that AI tools and systems can be used to generate any of the media forms listed. For example, creative applications are increasingly powered by Large Language Models (LLMs) and text-to-image, video, sketch, 3D and presentation generators. 

 

New forms of media play a significant role in modern communication, entertainment, education and information dissemination in an increasingly digital world. New media moves media consumption from a one-way flow of information to a complex network of media users, producers and institutions. It can also be a space for participation and communities of people who share the same interests. 

 

There are many effects of these changes to the media landscape. They can be the positive impacts of enhanced social connection, sense of belonging, increased self-esteem, global reach and accessibility. There can also be negative consequences such as the spread of disinformation (fake news), misinformation and propaganda, which can be realised through the misuse of automation, AI and algorithms (dark pattern design).

 

Points to consider: 

  • Students use media for diverse reasons (learning, socialising, entertainment, self-expression).
  • Media creators use media for diverse reasons (influencing opinions, marketing, storytelling, building communities).
  • Different forms of media can affect or change people’s ways of thinking, acting and relating to others.
  • Media plays a role in shaping cultural norms and values.
  • Media can impact mental health with both positive effects (like increased social connection) and negative effects (like anxiety from social comparison).
  • Media can influence students' identity formation and self-perception.

 

Students as creators of media

 

Students generate and create media content. The content can be creative, novel and effective. They can express their creativity individually and collaboratively through media creations they produce. This can be for defined purposes including storytelling, meaning making, and expressions of personal or collective perspectives and ideas. They can communicate information, raise awareness about social issues, influence trends or opinion, transmit culture, entertain others or demonstrate learning. 

 

Creativity is a multi-faceted skill. It is the result of tangible (creative products) and intangible (abstract thinking or problem solving) outcomes of creative thinking. Creativity is universally recognised as a human behaviour that spans time, continents and cultures. Creativity requires application of knowledge or skill to create novel (to the student at least) possibilities or outcomes. It is context-dependent and individual differences such as cultural background or personal experiences are important factors to consider. First Nations Australians, for example have always used creativity to solve problems, share stories and pass on cultural knowledge.

 

Creative processes are complex and fluid. An interplay of cognitive processes in the context of media creation can include: 

  • generate distinct ideas  
  • shift perspectives 
  • make connections 
  • know how to manipulate still and moving images, text, sound and interactive elements
  • evaluate, elaborate and refine
  • create novel and effective ideas, processes or products for a particular individual or context. 

 

A creative disposition may include attributes such as flexibility, curiosity and being open to new ideas. Imagination, experimentation and play are all processes that foster divergent thinking and innovative outcomes. Creativity flourishes within environments that balance freedom and structure, and communities of mutual support and trust. 

 

Students consider the creation of hybrid media forms, use media tools in novel ways, and are encouraged to be imaginative and bold in their ideas. As digital citizens inside and outside the classroom, they can apply knowledge and skills from activities such as gaming where they co-construct and manipulate digital media assets. Students create single and multimodal media content. 

 

Iteration is encouraged, as is reflection on any failed attempts they make along the way to achieving their desired goals. Students are supported to develop resilience and a growth mindset to navigate these challenges effectively. They are encouraged to problem solve and employ critical and creative thinking when deciding how to improve, redefine or restart their concepts. Students communicate and share their completed creations as well as the challenges of the creative process reflectively or with an audience. 

Purpose

The purpose of this Curriculum connection is to:

  • guide educators to identify content in the Australian Curriculum that addresses media content analysis, creation and media literacy
  • connect educators to interdisciplinary resources developed to support teaching students about concepts, skills and general capabilities necessary to understand and create media
  • support teachers to identify opportunities in the curriculum where students can practise critical and ethical behaviours in media consumption and creation.

Implementing a whole-school approach

There are 2 interlinking resources to support planning for media literacy education:

  1. Curriculum connection: Media consumers and creators (ACARA) – highlighting Australian Curriculum content, its relationship to the key aspects and how to bring to life for students
  2. Media Literacy Framework for Australia created by the Australian Media Literacy Alliance (AMLA) to help design media literacy learning opportunities and resources
Curriculum connection: media consumers and creators
 

The Curriculum connection: Media consumers and creators guides educators to where media content analysis, creation and literacy are addressed across the curriculum. Teachers may make additional connections that best suit their school context. The Australian Curriculum addresses learning about media consumers and creators through explicit content in The Arts (Media Arts), English and Technologies (Digital Technologies) in Foundation to Year 10. It also connects to Mathematics, Health and Physical Education, and Humanities and Social Sciences (Civics and Citizenship 7-10), general capabilities and cross-curriculum priorities.

 

Media Literacy Framework for Australia
 

The Australian Media Literacy Alliance (AMLA) is a unique consortium of major public institutions and networked organisations. They all play a significant role in prioritising media literacy as a national priority and supporting the media literacy of all citizens. AMLA includes leaders from education, museums, libraries, archives, public broadcasters and universities. AMLA developed Australia’s first Media Literacy Framework, to help design media literacy learning opportunities and resources. AMLA defines media literacy as the ability to critically engage with media in all aspects of life. Media literacy encourages people to ask critical questions during the process of consuming, creating or sharing media. Media can be an empowering force to create a more inclusive and equitable world. The Australian media reflects the unique characteristics of contemporary society that includes culturally and linguistically diverse people and First Nations communities.

Notley, T., & Dezuanni, M. (2020). Media Literacy Framework for Australia.  Australian Media Literacy Alliance. Retrieved from https://www.medialiteracy.org.au  (reproduced with permission).

 

 

The Australian Curriculum: Media Arts and the Australian Media Literacy Framework use 6 media concepts in an interrelated way to frame learning.

 

  • Media technologies are used to access, create and circulate media. ​Students use a range of technologies (digital and non-digital) and understand that their technology choices have personal, social and ethical effects.
  • Media representations portray people, places and ideas. ​Students examine the construction of representations in media and build their own.​
  • Media audiences are the people who use and respond to media. ​Students consider target audiences, and the way work is interpreted differently by different audiences.​
  • Media institutions are different types of organisations that produce, distribute, regulate and educate about media and media technologies. They include social media platforms and generative AI software companies. Students explore institutional influence and their own engagement with institutions.​
  • Media languages create meaning, communicated through images, sound and text. ​Students make informed and creative choices in their use of production technologies and conventions.​
  • Media relationships provide a key motivation for the production, use and circulation of media. ​Students explore and reflect on a diverse range of in-person and online relationships and communities.​
Adapted from Media Literacy Framework for Australia produced by Australian Media Literacy Alliance (AMLA)
 
 
Resource developers
 

This Curriculum connection has been developed in consultation with the Australian Media Literacy Alliance (AMLA), ACMI (Australian Centre for the Moving Image), Australian Teachers of Media (ATOM Vic) and a diverse range of specialist critical friends.

 

Acknowledgement of Country 
 

We would like to acknowledge the Traditional Custodians of the lands that this resource was created on, and their Elders past and present.

Structure

Australian Curriculum content can be viewed using multiple pathways:  

  • year level  
  • learning area  
  • general capabilities  
  • cross-curriculum priorities.  

 

This Curriculum connection identifies 4 key aspects for learning. These key aspects are used to prioritise the key content about media consumers and creators across the curriculum.  

 

The 4 key aspects of learning about media consumers and creators are:  

  • understand and analyse contemporary media 
  • create media content
  • communicate and share media content
  • be critical and ethical.

 

The year level, learning area, general capability and cross-curriculum views of this resource are each organised by the 4 key aspects of learning. Together, these aspects equip young people with the knowledge, understanding and skills to be informed consumers (viewers, listeners, users or readers) and empowered creators when using or making traditional and new media. These key aspects also prepare young people for the media of the future by teaching them to be media literate in an increasingly digitally connected world.

 

This Curriculum connection supports teachers to implement the Australian Curriculum. Links to relevant resources are provided for each year level, learning area, general capability and cross-curriculum priority. In this respect, this Curriculum connection provides teachers with both the content and resources that support the teaching and learning of media consumers and creators.

Key aspects

The 4 key aspects of learning about media consumers and creators are:

Media describes all channels of communication. Contemporary media channels are a mix of traditional and new media that are increasingly digital and multimodal. Media consumers view, listen to, use and read media. Traditional media is any type of content that is distributed through established channels. Traditional media channels include television, film, radio and print publishing. New media includes digital newspapers, podcasts, online video platforms, video games and social media and the media forms of the future. 

 

New forms of digital media play a significant role in modern communication, entertainment, education and information dissemination. Media forms can operate at a mass level or at an interpersonal level, where communication occurs between individuals and among online communities. 

 

Media literacy is crucial as media is pervasive and powerful in contemporary society and impacts individuals and communities in both positive and negative ways. Media literacy is the ability to identify media messages and biases by analysing language and understanding the motivations behind, and intended audiences of, media content. It is also about understanding media representations, relationships and institutions, how media constructs versions of reality and how these representations influence public perception. 

 

In this key aspect students develop media literacy. They understand that media influences and impacts people and society, and a range of media institutions impact media participation. They recognise the importance of media ownership. Students analyse media messages and critically evaluate their intent, recognising biases and commercial or political interests. They analyse the influence of media on consumer behaviour, opinions and societal trends, and the way media shapes public opinion, culture and societal norms. Students understand the role of algorithms and how these impact the content they consume. 

 

Students understand that media constructs versions of reality. They engage with media representations with an understanding of how processes of selection and construction have been used to create stories. This critical awareness empowers students to be discerning consumers of media. They can identify credible sources and misinformation and understand the broader societal impacts of media content. They critically reflect on their own role as media consumers (audiences) and creators (producers) across multiple media forms. 

Media creation is a form of expression. It encompasses learning how to express ideas through traditional and new media using media production technologies and an understanding of media language. Media creation can be single mode or multimodal. Multimodal uses 2 or more modes of communication. There are 5 modes: 

  • The linguistic mode focuses on the meaning of written or spoken language in communication. It includes the choice and organisation of words.
  • The visual mode focuses on the meaning of what can be seen by the reader, viewer or user. It includes images, signs and videos, and aspects of visual design such as colour, layout and font. 
  • The aural mode focuses on the meaning of what can be heard by the listener. It includes voice, ambient noise, music and silence. 
  • The gestural mode focuses on the meaning of communication through movement. It includes facial expressions and body language. 
  • The spatial mode focuses on the meaning of communication through physical layout. It includes position, spacing and proximity between people and objects. 

 

Media language refers to the way that meaning is created through these modes, using production technologies and conventions to communicate ideas and information to audiences.

 

In this key aspect students plan for, generate and create media content. The content can be creative, novel and effective. The creative process is as important as the product itself. Students can express ideas, cultures, perspectives and stories. They can innovate when using emerging media and production technologies in media creation. 

 

Students can work individually or collaboratively. When collaborating they may create a shared vision and synthesise diverse perspectives. They generate ideas, shift perspectives, make connections, and evaluate and elaborate those ideas. Imagination, experimentation and play are all central to the process. 

 

Students use a variety of communication modes and create single mode and multimodal media content. They make exploratory choices about how they can combine and shape the use of production technologies and conventions. When students have opportunities to explore and experiment with media technologies, including digital tools, they develop and extend their creative abilities to engage different audiences. 

 

Media creators communicate information and ideas for diverse purposes and audiences, while responding to a range of contextual influences. Purposes include to inform, raise awareness, influence trends or opinion, transmit culture, and to entertain others. An audience is anyone who consumes a media product and can be viewers, listeners, users or readers. Media creators have in mind the intended audiences for their products, but in a contemporary media landscape there are often many other unintended audiences of media narratives. 

 

Media may take many forms including news reports, podcasts, video games, commentaries, advertisements, influencer content, and websites. Information and ideas may be communicated in a range of ways including visual and audio techniques and language features. When sharing information and ideas with audiences, media creators select the most appropriate content and use a range of techniques best suited to purpose and audience.

 

In this key aspect, as well as creating, students communicate their ideas to audiences, both offline and online. Students are aware of different media distribution platforms and how algorithms influence sharing. When collaborating, they learn to actively listen to the ways in which their content is being received and interpreted. They adapt and adjust their strategies for communication and sharing accordingly. 

 

Students assess the means and medium through which to curate and communicate clear, compelling messages to different audiences. They can tailor their content to communicate to an intended audience demographic. Students develop skills of telling stories, crafting ideas and information. They reflect on the cultural context, diverse perspectives, and any social or political implications of their messages, ideas or perspectives. Students relate to their audiences through the selection of language, genre, style and form conventions. 

Critical and ethical practices ensure positive experiences when consuming and creating media. Media can be an empowering force to make a more inclusive and equitable world. Critical practices include questioning, analysing, reflecting and evaluating content to identify purpose, emphasis and omission, language, choice and placement of images, possible bias and intended audience. Being critical about media means understanding concepts like representation and stereotypes. It means understanding how media is constructed to appeal to specific audiences and reinforce ideas, and how ideas can be misrepresented through misinformation. 

 

Ethical practices are principled and respectful processes to ensure increased responsibility, positive interactions, cultural sustainability and privacy protection. Ethical practices consider the importance of consultation with others such as First Nations Peoples. They include respectful representation of and avoiding potential bias against vulnerable populations. Ethical considerations should be given to the environmental impact of digital media production, storage and circulation. Ethical understandings include understanding and respecting intellectual property (IP) and Indigenous Cultural and Intellectual Property (ICIP) rights. 

 

In this key aspect, students develop critical and ethical practices as they have responsibilities and agency as media consumers and creators. Students critically orient themselves with a range of interconnected concepts, including how:

  • media are used to represent and portray people, places and ideas (including through stereotypes)
  • ideas become misrepresented through misinformation
  • media languages and techniques are used to construct narratives and to appeal to specific audiences. 

 

Students are critical of the advantages and disadvantages of new media versus traditional media as consumers and creators. They understand their roles as responsible digital citizens to contribute inclusive, respectful and ethical media content. Students apply understanding of diversity in cultural perspectives in media consumption and creation. They critically contribute to a diverse, equitable and consciously created media environment. They acknowledge their sources to avoid plagiarism. 

 

Students develop questioning skills and analytical skills to assess the source and purpose of media targeted towards themselves and others. They are critical and ethical when consuming and creating media generated using AI media creation platforms and AI-powered assistants. They build awareness of the personal, social and ethical impacts of their choices when consuming or creating media content. 

Teacher resources

Teaching media literacy: A series of videos aimed at teachers for the art of teaching media literacy with Professor Michael Dezuanni https://www.abc.net.au/education/digibooks/teaching-media-literacy-in-australia-today/104791802

 

Media and news literacy for students

 

Media literacy: activities and resources 

Recommended and organised for Years F, 1–2, 3–4, 5–6, 7–8, 9–10

https://www.moadoph.gov.au/learn/activities-and-resources/media-literacy 

 

Newshounds: an 8-part media literacy journey designed specifically to teach primary school students how to recognise misinformation and disinformation when they come across it

Recommended for Years 5–6 

https://www.squizkids.com.au/about-newshounds/

 

ABC articles and interactive lessons with a focus on news literacy

Recommended for Years 3–8

https://www.abc.net.au/education/media-literacy 

 

Multimodal media examples

 

Film it is an online resource covering a range of filmmaking skills found in pre-production, production and post-production stages. This resource is aimed at students with a range of knowledge, from those who have done little or no filmmaking, to those with some experience.

Recommended for Years 4–10

https://www.acmi.net.au/education/school-program-and-resources/film-it-resource/

 

Game Builder is an online resource for teachers and students making their very first videogame, and for those who have some experience already. 

Recommended for Years 3–10

https://www.acmi.net.au/education/game-builder/

 

Game lessons is a program of free lesson plans and professional development that help teachers use videogames in the classroom.

Recommended and organised for Years F–2, 3–4, 5–6, 7–8, 9–10

https://www.acmi.net.au/education/school-program-and-resources/game-lessons/

 

Make a book trailer Do you love a book so much you wish everyone would read it? Making a trailer is a fun way to recommend your favourite books.

Recommended for Years 3–6

https://www.acmi.net.au/education/school-program-and-resources/make-book-trailer/

 

Make a stop-motion animation: Animation is the process where artificial movement is created by capturing a series of drawings or movements one by one. Small changes in the position of the drawing or object, recorded frame by frame, create the illusion of movement.

Recommended for Years 3–8

https://www.acmi.net.au/education/school-program-and-resources/make-stop-motion-animation/

 

Multimodal First Nations Australian resources and examples

 

Little J and Big Cuz animated series. “I love that it’s about two Indigenous kids and we are watching their adventures and them growing up in the world and that they are being taught what it means to be on Country. And this show shows the diversity of what Country means.” Deborah Mailman (voice of Big Cuz)

Recommended for Years F–3

Australian Council for Educational Research (ACER) resources

https://www.littlejandbigcuz.com.au/resources

Australian Centre for the Moving Image (ACMI) resources

https://www.acmi.net.au/education/school-program-and-resources/little-j-big-cuz-learning-resource/

 

Narragunnawali Curriculum resources These early learning, primary and secondary curriculum resources help you build practical activities and lessons. They promote reconciliation and develop children’s and students’ understanding of Aboriginal and Torres Strait Islander histories, cultures and contributions. Each resource has elements of the Early Years Learning Framework and the Australian Curriculum and aligns with Reconciliation Action Plan (RAP) actions. Use them as-is or adapt them to suit your local community and setting. 

Recommended for Years F–10

https://www.narragunnawali.org.au/curriculum-resources

 

The Storylines platform provides local community members, schools, organisations and the broader community with a culturally safe environment in which to share and celebrate Aboriginal, non-secret, non-sacred stories of history, culture and achievement.

Recommended for Years 7-10

https://storylines.com.au/

 

Sharing Stories Foundation works with First Nations communities and uses art, new media and emerging technologies to record, interpret and share cultural knowledge.

Recommended for Years 7-10

https://sharingstoriesfoundation.org/

 

Indigenous Filmmaking: A Short History 

First Nations filmmakers, within a generation, have become a vibrant presence in the centre of filmmaking in Australia. Liz McNiven explores the short but significant move from being in front of to behind the camera.

Recommended for Years 7-10

https://www.nfsa.gov.au/latest/short-history-indigenous-filmmaking

 

Digital storytelling 

 

Making History: Create a digital history 

This resource supports students, individuals and community groups to research, produce and share a short digital history about a person or event.

Recommended for primary and secondary students

https://museumsvictoria.com.au/learning/making-history/

 

The PM’s Daughter Series 1 – The Australian Children’s Television Foundation (ACTF) and the Museum of Australian Democracy (MoAD)

The PM's Daughter Teaching Toolkit I (ACTF and MoAD) is a set of 2 resources created for teachers of Years 5 to 8 and Years 7 to 10 students, with a strong focus on developing their media literacy and critical thinking skills. They contain activities and flipped learning questions with Australian Curriculum links to English, Humanities and Social Sciences, Civics and Citizenship, and The Arts (Media Arts).

 

The PM’s Daughter Series 2

Designed for Years 8–10 English classes and groups, this resource links to the Australian Curriculum and the major themes of the series: speculative fiction, democracy, and the critical ways we engage with digital technology as active and informed citizens. 

https://actf.com.au/education/resources/id/10494

https://www.moadoph.gov.au/learn/activities-and-resources/the-pms-daughter-teaching-toolkit

 

8 steps to great digital storytelling

Recommended for Years 7–10

https://edtechteacher.org/8-steps-to-great-digital-storytelling-from-samantha-on-edudemic/

 

Introduction to Storytelling with Maps

Recommended for Years 7–10

https://storymaps.arcgis.com/stories/c6f9d3e46d464f0aa6b555f6b66bd35b

 

What Rosie Hears by Libby Hathorn: an example of multimodal storytelling by Australian author about a character who is Deaf, shared with permission.

Recommended for Years F–10 (story aimed at Years 1–6) 

https://www.youtube-nocookie.com/embed/W_0jWseb8mI 

 

Inanimate Alice is a coming-of-age tale co-constructed by student creators. Episodes appear as incidents during the unfolding life of a girl growing up to become a game designer, with supplementary materials filling in some of the gaps with further information and fresh storylines that invite student contribution.

Recommended for Years 7–10

https://inanimatealice.com/

 

Screen literacy

 

Screen Lab: educating and engaging through cinematic experiments features series of short films explaining concepts in screen culture.

Recommended for Years 7–10

https://www.acmi.net.au/stories-and-ideas/screen-lab-educating-and-engaging-through-cinematic-experiments/

 

Screen culture 101 What exactly is screen culture? Is it films, TV, videogames and art; or is the answer more complex? ACMI explores the stories and histories behind all things moving image.

Recommended for Years 7–10

https://www.acmi.net.au/stories-and-ideas/screen-culture-101/

 

Narrative Functions is an introduction to Vladimir Propp's constant elements of storytelling.

Recommended for Years 9–10

https://media-studies.com/narrative-functions/

 

Tzvetan Todorov explores Todorov's narrative theory, including equilibrium and disruption, with a definition and examples.

Recommended for Years 9–10

https://media-studies.com/todorov/

 

STEM resources

 

Australian STEM Video Game Challenge

A free national video game development competition for students.

Recommended for Years 3-12

https://www.stemgames.org.au

 

Technology for Learning digital magazine gives digital ideas for creating games, films, podcasts, etc.

Recommended for Years 3–8

https://e.issuu.com/embed.html?d=t4lkids-issue16&u=technology4learning

 

Careers with STEM Job kit: Game designer and developer 

Recommended for Years 7–10

https://careerswithstem.com.au/product/job-kit-game-designer-and-developer/#gsc.tab=0

Typology of Free Web-based Learning Technologies (2020) is a list of 226 digital tools arranged into 40 types and 15 clusters https://library.educause.edu/-/media/files/library/2020/4/freewebbasedlearntech2020.pdf 

 

NSW Digital Tool selector – explore digital tools for different devices and platforms  https://app.education.nsw.gov.au/digital-learning-selector/LearningTool/Browser 

 

Apple Education – Everyone Can Create free ebook series 

https://books.apple.com/au/book-series/everyone-can-create/id1364129830 

 

Digital Technologies Hub – resources and professional learning supporting digital design, aligned to the Australian Curriculum: Digital Technologies and Digital Literacy general capability.

https://www.digitaltechnologieshub.edu.au

Media Literacy Framework for Australia

https://medialiteracy.org.au/media-literacy-framework/

Notley T and Dezuanni M (2020) Media Literacy Framework for Australia. Australian Media Literacy Alliance, retrieved from https://www.medialiteracy.org.au

Exploring Media Literacy

Introduce students to the importance of being media literate citizens.

https://moadoph.gov.au/learn/activities-and-resources/exploring-media-literacy

 

Indigenous cultural responsiveness self-reflection tool – Australian Institute for Teaching and School Leadership (AITSL)

https://www.aitsl.edu.au/tools-resources/resource/indigenous-cultural-responsiveness-self-reflection-tool

 

European Union – Strategic communication and tackling disinformation

https://commission.europa.eu/topics/strategic-communication-and-tackling-disinformation_en

 

British Council – Digital creativity: how is the web changing our culture?

https://www.britishcouncil.org/anyone-anywhere/explore/digital-creativity

 

eSafety Commissioner website

https://www.esafety.gov.au/

Smartcopying - The Official Guide to Copyright Issues for Australian Schools Smartcopying 

Australia and New Zealand School of Government (ANZOG) Protecting First Nations Intellectual Property

https://anzsog.edu.au/emergings/protecting-first-nations-intellectual-property/

 

Copyright Agency – Indigenous copyright

https://www.copyright.com.au/about-copyright/indigenous-copyright/

 

eSafety Commissioner – eSafety First Nations resources

https://www.esafety.gov.au/first-nations

Protocols for using First Nations Cultural and Intellectual Property in the Arts

https://creative.gov.au/workspace/uploads/files/protocols-for-using-first-nati-5f72716d09f01.pdf

 

Indigenous Cultural and Intellectual Property (ICIP)

https://www.artslaw.com.au/information-sheet/indigenous-cultural-intellectual-property-icip-aitb/

What Rosie Hears by Libby Hathorn. An example of multimodal storytelling by Australian author about a character who is Deaf, shared with permission.

Recommended for Years F–10 (story aimed at Years 1–6)
https://www.youtube-nocookie.com/embed/W_0jWseb8mI

 

Arts and Disability: A Research Summary

https://creative.gov.au/advocacy-and-research/arts-disability-research-summary/

 

Creating Pathways: Insights on support for artists with disability

https://creative.gov.au/advocacy-and-research/creating-pathways/

 

New information resources for students with disability

https://www.education.gov.au/newsroom/articles/new-information-resources-students-disability

 

Australian Association for the Teaching of English

https://www.aate.org.au/

 

Australian Literacy Educators’ Association

https://www.alea.edu.au/

 

Primary English Teaching Association Australia

https://www.petaa.edu.au

 

Australian Teachers of Media Queensland (ATOMQLD)

https://atomqld.org.au/

 

Australian Teachers of Media Victoria (ATOMVIC)

https://atomvic.org/

 

ATOM awards
https://atomawards.org/

 

Australian Library and Information Association (ALIA)

www.alia.org.au

 

ALIA Schools page
https://www.alia.org.au/Web/Web/Sectors/Schools.aspx

 

ALIA Digital and information literacy resources

https://read.alia.org.au/digital-and-information-literacy

 

Australian professional associations – ICT, Digital Literacy and Digital Technologies

https://www.digitaltechnologieshub.edu.au/understanding-dt/professional-learning/professional-associations

eSafety Commissioner eSafety parent resources

https://www.esafety.gov.au/parents

 

Edutopia Media and digital literacy: Resources for parents

https://www.edutopia.org/digital-literacy-technology-parent-resources

 

Alannah and Madeline Foundation: Understanding media literacy – a guide for parents https://www.alannahandmadeline.org.au/resources/understanding-media-literacy-a-guide-for-parents

ACT
Australian Capital Territory Education Directorate: Being Safe Online

https://www.education.act.gov.au/support-for-our-students/being-safe-online

 

NSW

 

New South Wales Department of Education: Digital Citizenship

https://www.digitalcitizenship.nsw.edu.au/teachers-articles#tabs-2

 

VIC

Overview of multimodal literacy

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/multimodaloverview.aspx

 

WA

Copyright for Schools
https://www.education.wa.edu.au/dl/epvknn4

Dana Atchley (1941–2000): A Digital Storytelling Pioneer

https://presentationzen.blogs.com/presentationzen/2005/07/dana_atchley_19.html

 

Digital lives of Aussie Teens

https://www.esafety.gov.au/research/digital-lives-of-aussie-teens

 

How many teens use social media in 2024

https://whatsthebigdata.com/how-many-teens-use-social-media/

 

How news media literacy is taught in Australian classrooms by Corse K, Dezuanni M and Notley T

https://link.springer.com/article/10.1007/s13384-021-00457-5

 

Literacy for Digital Futures: Mind, Body, Text by Mills KA, Unsworth L and Scholes L

https://play.google.com/store/books/details?pcampaignid=books_read_action&id=59KCEAAAQBAJ&pli=1

 

Media literacy for primary-aged students

PP225: Media literacy for primary-aged students..... (petaa.edu.au)

 

Media literacy and the concept of ‘technologies’ in primary school classrooms: moving beyond technical skills by Amanda Levido

https://eprints.qut.edu.au/246125/

 

News and young Australians in 2023: how children and teens access, perceive and are affected by news media by Notley T, Chambers S, Zhong HF, Park S, Lee J and Dezuanni M.

https://apo.org.au/node/324686

 

The new frontier: Artificial Intelligence, copyright and Indigenous Culture by Emma Fitch, Clare McKenzie, Terri Janke and Adam Shule

https://www.terrijanke.com.au/post/the-new-frontier-artificial-intelligence-copyright-and-indigenous-culture

Considerations

Teacher advice for the key aspects

 

The key aspects highlight content from across the curriculum that relate to media consumers and creators. The key aspects can be taught discretely or in an interrelated way depending on the learning activities that teachers construct. The 4th key aspect “Be critical and ethical” informs the way that learners approach the other aspects.

Connections to other Curriculum connections

 

The Curriculum connection: Media consumers and creators is a complementary resource to the Curriculum connection: Artificial intelligence (AI) and the Curriculum connection: Online Safety.

 

Explore the interrelated key aspects of learning about artificial intelligence (AI): 

  • understanding how AI works  
  • types of AI (digital tools and AI systems)  
  • responsible use and application of AI. 

 

Explore the interrelated key aspects of online safety: 

  • students’ rights and responsibilities  
  • wellbeing, resilience and risk  
  • respectful relationships and consent  
  • digital citizenship and digital and media literacy   
  • managing and operating digital tools.  

 

Search under artificial intelligence (AI) and online safety by year level: Curriculum connections resource.

 

Digital tools

 

Digital media can be created and engaged with using a wide variety of platforms, applications and digital devices (described under the umbrella term digital tools in the Australian Curriculum Version 9.0). Creators of digital media must be aware of their audience or users and, the appropriateness of content. They should also consider the diversity of formats and platforms available. These can include handheld devices such as smart phones, medium scale digital billboards and large-scale projection mapping displayed in public places.

 

There are opportunities to make connections to other Australian Curriculum learning areas when using digital tools for the creation of media products or components. Students create digital products, multimodal texts and digital solutions for diverse purposes and in many learning areas. These opportunities include, but are not limited to:

  • History and Social Sciences examples: multimodal presentation, online conference, photography, graphic organiser, promotional material, infographic, news report, school-managed social network environment, stop motion animation
  • Health and Physical Education examples: multimodal presentation and poster, infographic, video production, blog creation
  • Languages examples: multimodal presentation, using software applications to create music in target language, blog creation, website creation, interacting in a global online forum, virtual walkthrough of cultural site
  • Mathematics examples: graphic organiser, multimodal presentation, procedural diagram, data presentation, infographic
  • Science examples: stop motion animation, infographic, interactive poster, QR code with student voice, multimodal presentation.

Curriculum links

The Australian Curriculum has an important role in supporting young people to develop media literacy. Preparing media literate school leavers involves all 3 dimensions of the Australian Curriculum (learning areas, general capabilities and cross-curriculum priorities). Through the learning areas and general capabilities, students develop the understanding, knowledge, skills, behaviours and dispositions needed to consume and create media in analytical, creative and media literate ways.

 
An overview of Media consumers and creators in the Australian Curriculum learning areas

 

Opportunities to teach through contexts related to media consumers and creators can be explicitly explored in The Arts: Media Arts, English and through Technologies: Digital Technologies. For other learning areas, the skills, behaviours and contexts associated with Media consumers and creators can be addressed more holistically. This can be done through integrated planning and programming that considers everyday situations involving media literacy, related content and connections to the general capabilities. 

The Australian Curriculum: Media Arts has a significant role in developing understandings around the consumption and creation of media and developing media literacy in young people. This curriculum connection explores contemporary contexts where media is consumed and created in an increasingly digital world made up of a complex network of media users, producers and institutions. Connecting Media Arts to English and Digital Technologies supports teachers to use the skills and knowledge in each subject to develop students’ analytical, creative and media literacy skills.

 

The Media Arts curriculum highlights creative and critical thinking, aesthetic knowledge and a sense of curiosity as important skills for students to develop. In Media Arts, communication, storytelling and persuasion are used to connect audiences, purposes and ideas. Media Arts explores concepts and viewpoints, and examines, interprets and analyses media practices that represent the world from diverse perspectives. Media artists work collaboratively and use traditional and emerging media technologies and creative processes to plan, produce and distribute media arts works. Through the creative use of materials and technologies to convey meaning, students manipulate still and moving images, text, sound and interactive elements. They construct representations and communicate or challenge understandings, ideas and positions.  

 

There are 6 concepts fundamental for media literacy and they frame the learning for the Australian Curriculum: Media Arts and the Australian Media Literacy Framework. These interrelated concepts are media technologies, representations, audiences, institutions, media languages and relationships. Together, the media arts concepts provide a framework for students to engage with and create media arts works in traditional, new or emerging forms. They enable students to consider media arts practices in critical and ethical ways. 

The Australian Curriculum: English has a significant role in developing understandings around the consumption and creation of media and developing media literacy in young people. It enables young people to analyse, understand, communicate and build relationships with others and the world around them. It helps create confident communicators, imaginative and critical thinkers, and informed citizens. The English curriculum ensures that young people create and reflect on increasingly complex texts. They appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others. This Curriculum connection explores contemporary contexts where media is consumed and created in an increasingly digital world made up of a complex network of media users, producers and institutions. Connecting English to Media Arts and Digital Technologies supports teachers to use the skills and knowledge in each learning area to develop students’ analytical, creative and media literacy skills.

 

Through the English curriculum, young people learn that language varies according to relationships, social setting, purpose and audience, and is a means for understanding and expressing personal and social identity. They learn how texts are influenced by historical and cultural contexts and are structured for different audiences and contexts, and to achieve specific purposes. Students understand the techniques that authors use to guide and influence the reader or viewer. They develop more sophisticated processes for interpreting, analysing, evaluating and critiquing ideas, information and issues from different sources and for evaluating those sources. They create texts with clarity, authority and novelty by selecting key language and multimodal features and editing for enhanced meaning and effect.

The Australian Curriculum: Digital Technologies plays a significant role in developing understandings around the creation and consumption of digital media, products, environments and services, and developing digital literacy in young people. Connecting Digital Technologies to Media Arts and English supports teachers to use the skills and knowledge in each subject to develop students’ holistic analytical, creative, and media literacy skills.

 

Digital Technologies complements the Media Arts curriculum, particularly in the application of the elements and principles of design, and aspects of aesthetics and user experiences. These are incorporated into the design processes of digital solution design in Digital Technologies content and the contextual selection and application of digital tools (hardware and software).

 

In Digital Technologies, students may design and create a broad range of digital media including but not limited to digital games, apps, multimodal stories, animations and interactive experiences in a variety of formats. They explore design for a purpose, which is intended to:

  • respond to needs or opportunities through design
  • innovate or solve a problem with specific people (users) in mind
  • produce a designed solution of some kind, such as an idea expressed as a prototype, physical product or digital environment.

 

Digital Technologies allows students to apply knowledge and skills specific to English and Media Arts in evaluating the design and intent of digital media, including interactive experiences for specific audiences. Exploring transdisciplinary opportunities benefits students as they design and create their own digital media solutions, particularly as they consider purpose, audience, design elements, digital formats and multimodality.

 

The Digital Technologies curriculum focuses on using digital systems and digital tools to ideate, communicate, plan and create digital solutions. In designing Media Arts works, students can use digital systems to create works in traditional, and new forms. These range from more common formats such as short and long form video to those created with generative artificial intelligence tools and systems. Students may use skills and knowledge learnt through Digital Technologies to implement programs to create digital media, which may incorporate images, songs, text, speech, language or other elements.

 

Real-world contexts connected to media literacy provide opportunities to apply the aims of the Digital Technologies curriculum, which include requiring students to:

  • use design thinking to design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

  • apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems, and the impact of these systems on individuals, societies, economies and environments.
An overview of media consumers and creators in the general capabilities

Critical and Creative Thinking represents 2 important ways of thinking that work together to help students inquire into the consumption and creation of media in the contemporary world. Students critically analyse why and how media is made and assess possibilities against criteria. They use information, evidence and logic to draw reasoned conclusions and solve problems. Students use creative thinking to generate and apply new ideas and see existing situations in new ways. They identify alternative explanations and possibilities and synthesise multiple perspectives. Critical and creative thinking can lead to creativity – a multi-faceted capability that leads to novel and effective tangible outcomes (creative products) and intangible outcomes (abstract thoughts and problem-solving). 

Digital Literacy involves students critically identifying and appropriately selecting and using digital devices or systems. Students adapt to emerging ways of doing things as technologies evolve and protect and share content created by themselves and others in digital environments.    

Students can create and innovate when they:

  1. can access digital tools
  2. demonstrate skills required to competently use digital tools
  3. practise using digital tools in specific and specialist contexts, and know how to select digital tools for a purpose
  4. creatively use and appropriate digital tools in emerging and innovative ways for a purpose by applying previous knowledge and skills or experimenting.

 

In this way, Digital Literacy enables creativity by allowing students to first consider the creative purpose and then to choose the right tool or sequence of tools for the task. This extends to the other important ways students understand how to operate in a digital world. For example, students choose digital tools to work collaboratively and share, broadcast or publish a finished result with an audience. It also includes taking into consideration awareness of their digital footprint and the need to control digital access to content.

 

 

Ethical values of inclusiveness, fairness, freedom, and rights and responsibilities are paramount when consuming and creating media. Media can be an empowering force to create a more inclusive and equitable world. Students have responsibilities as media consumers and creators to be ethical and mindful in their consumption and creation of media. They understand their roles as responsible digital citizens to contribute inclusive, respectful and ethical media content. Students apply understanding of diversity in cultural perspectives in media consumption and creation. They contribute critically to a diverse, equitable and consciously created media environment. They build awareness of the personal, social and ethical impacts of their choices when consuming or creating media content. 

 

Culture can be defined as the values, beliefs and institutions that make up a way of life. An understanding of culture, and cultural perspectives and knowledge, is vital when consuming and creating media. Understanding how cultures intersect helps students to value their own cultural perspectives but also understand and analyse how other diverse perspectives are part of contemporary society. The Australian media reflects the unique characteristics of contemporary society that includes the distinctiveness of culturally and linguistically diverse people, and First Nations communities.

Literacy is fundamental to a young person’s ability to learn and to engage productively in society. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts. Students use and modify language for different purposes in a range of contexts. As media consumers and creators, young people enhance and extend their literacy skills as they create, compose, design, analyse, comprehend, discuss, interpret or evaluate their own and others’ works.

Students’ sense of self and the world around them can be impacted by their ability to understand and analyse media – in other words, become media literate. In an increasingly digital world, media literate students can safely navigate online and offline media environments. Media literate students can critically analyse the media messages they consume and through that action be empowered and informed. When creating media content that can be creative and expressive, students develop agency, confidence and efficacy.

 

An overview of Media consumers and creators and the cross-curriculum priorities

The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority provides opportunities for all students to deepen their knowledge of Australia by learning about the world’s oldest continuous living cultures. Through the Australian Curriculum, students learn that contemporary First Nations Australian communities are strong, resilient, rich and diverse. Students understand and analyse contemporary media and the way that First Nations Australians are represented through media. They investigate how First Nations Australians create media and use forms such as digital storytelling to pass on cultural knowledge. Students investigate how First Nations Australians consume and create media to express connection to Country/ Place, continue and revitalise culture, and celebrate and change Australian identity.

 

An ethical lens can be applied to the consumption and creation of media through considering copyright and intellectual property, in particular Indigenous Cultural Intellectual Property (ICIP) protocols. Students might consider whether they could or should use First Nations Australian languages, stories, artworks and images in their writing, art making and performance. Students might also consider if these should be added to AI datasets without the permission of cultural custodians.  

The Asia region has significant influence globally and in Australia. Young people need to develop the knowledge, skills, capabilities and attitudes to effectively navigate and contribute to our regional neighbourhood. To know Asia and its diversity, students need an insight into the societies, beliefs, histories, cultures, languages and environments of the nations within the region. They need to develop understanding of the region’s contemporary challenges and opportunities. Knowledge, understanding and active engagement between Australia and Asia counteract unintended assumptions and stereotypes, and build positive relationships when guided by critical thinking, respect and reflection. Students understand and analyse contemporary media and the way that Asia and Asian peoples are represented through media content.

Sustainability addresses the ongoing capacity of Earth to maintain all life. Sustainable patterns of living seek to meet the needs of the present generation without compromising the needs of future generations. The Sustainability cross-curriculum priority explores the knowledge, skills, values and world views necessary for people to act in ways that contribute to a sustainable future. Designing solutions and actions for a sustainable future requires an understanding of the ways environmental, social and economic systems interact. It also requires an ability to make balanced judgements based on present and future impacts. 

 

Innovation and creativity play an important role in sustainably designed solutions. This includes media products, environments and services that aim to reduce present and future impacts or to restore the health or diversity of environmental, social and economic systems. Creative and innovative design is integral to identifying new ways of sustainable living. Students understand and analyse how issues about sustainability are constructed and represented in the media. They also understand that media dissemination requires resources and digital communication, and digital storage requires large amounts of energy. 

Media consumers and creators for students at different band levels

Students can bring to school a sense of identity, wellbeing and curiosity. They can be confident and involved learners, active communicators, and feel connected with, and contribute to, their world.

 

In the Foundation Year, learning builds on the Early Years Learning Framework and each students’ prior knowledge and experiences. Students begin to develop an understanding that forms the foundation of media literacy. This includes simple concepts of personal and public data and how it might be shared with others. They learn through exploration and purposeful, creative play, together with structured learning appropriate for their level of development, to consume and form understandings of contemporary media. This includes learning how digital systems are used for media related purposes. Students work individually and collaboratively with peers and teachers, drawing on their imaginations, stimulus materials such as images or film, and real-life experiences.

 

They engage with a variety of media texts including, spoken, printed and multimodal texts. They can use available technologies including digital tools to create media content. They can capture and sequence images and sounds and learn to use available equipment such as cameras or materials for constructing print media. Students explore ways to construct representations that communicate ideas and stories. They discover how they and others can use media to communicate feelings and understandings.

 

Supporting documentation

Mapped content description by key aspects 

 

In Years 1 and 2, students continue to develop concepts and understanding that form the foundation of media literacy. They learn that there are different modes of communication with distinct features that can be used when sharing ideas, thoughts and opinions with familiar audiences for different purposes. They learn that modes of communication are designed by people to meet specific needs. Students use stimulus materials such as images, events, texts, questions and/or observations as inspiration for their own media content. These experiences support students to develop aesthetic knowledge across cognitive, sensory, emotive and physical domains. Students value media content and practices from across cultures, communities and/or other contexts.

 

Students understand that media is created for different purposes, such as imaginative, informative and persuasive. They start to develop analytical skills to analyse the media content they experience. They can explore examples of media content created by First Nations Australians. They create media content using media languages and available technologies including digital tools. Students use critical practices for observing, reflecting on and responding to media they experience. They follow and describe algorithms, the steps and decisions needed to solve simple problems, in the correct order. They create media content by selecting and combining images, sounds, text and/or interactive elements to construct representations. They communicate and share media content they have created in informal settings such as classroom presentations or on a school-managed social network environment. When doing so, they consider age-appropriate concepts of data privacy and security.

 

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Mapped content description by key aspects

In Years 3 and 4, students have developed and are able to apply knowledge, understanding  and skills to familiar media consumer and creation contexts. This includes using design criteria or co-creating user stories. They are developing independence as readers. Students engage with long form texts and information texts of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. They use stimulus materials such as images, events, texts, questions and observations as inspiration for the creation of their own media content. These experiences support students to develop aesthetic knowledge across cognitive, sensory, emotive and physical domains. They explore examples of media content created by First Nations Australians that communicate connection to and responsibility for Country/Place.

 

Students develop creative skills using media arts concepts, and visual, audio and/or interactive elements to construct representations. They develop analytical skills using critical practices for observing, reflecting on and responding to media they experience and consume. They create media content that may also be designed or digital solutions in a range of forms. This content communicates ideas to audiences using media technologies, including digital tools, and a knowledge of media languages. They follow the steps and decisions of algorithms needed to generate and design media products. They communicate and share media content they have created in informal settings such as classroom presentations or on a school-managed social network environment. When doing so, they consider risks and safe practices, privacy and security.

 

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Mapped content description by key aspects

In Years 5 and 6, students listen to, read, view and interpret spoken, written and multimodal media texts. Texts may include film, digital stories and podcasts. Students may use features of these texts as models for creating their own work. Texts that support and extend students in Year 6 may feature elaborated events including flashbacks and shifts in time, and a range of less predictable characters. These texts may support students’ understanding of authors’ styles. Students may explore themes of interpersonal relationships and ethical dilemmas in real-world and imagined settings. Informative texts may include technical information, statistically informed arguments and/or content about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Students continue to use stimulus materials, such as images, events, texts, questions and observations, as inspiration to create their own media content. These experiences support students to develop aesthetic knowledge across cognitive, sensory, emotive and physical domains.

 

Students explore and respond to media content from a range of contexts that show ways media can be used to communicate ideas, perspectives and/or meaning, and engage audiences. This includes generating and designing digital solutions to meet design criteria and user stories. Students explore how digital systems may be used in media contexts. They explore media content that showcases ways that First Nations Australians continue and revitalise cultural ways of knowing, being and doing. Students develop creative practices and skills, using media technologies including digital tools and media languages. They communicate and share their work in both informal and formal ways. For example, they share their work before their peers in a classroom, in a school-based exhibition or film festival, or on a school-managed social network environment. When doing so, they consider privacy and security and the creation of an individual’s digital footprint.  

 

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In Years 7 and 8, students learn in and through developing understanding and application of the media concepts: media technologies, representation, audience, institutions, media languages and relationships. Students use production processes and design digital solutions in purposeful and creative ways. They continue to develop their connection with and contribution to the world as consumers and creators. They work individually and in collaboration with peers and teachers.

 

Media content that supports and extends students may be drawn from a range of realistic, fantasy, speculative fiction and/or historical genres. They may involve intertextual references, some challenging sequences and/or non-stereotypical characters. These texts may explore themes of interpersonal relationships and ethical dilemmas in real-world and fictional settings, and/or represent a variety of perspectives. Informative texts may present technical information and abstract content from credible sources about specialised topics and concepts. Students investigate how media and influential people impact attitudes and behaviours in relation to health and wellbeing.

 

Students develop understanding of traditional and new media forms. They analyse their own consumption of media contentand relate this to a digital media presence or digital footprint. They reflect on the diversity of media content created by First Nations Australians and how this work demonstrates respect for Indigenous Cultural and Intellectual Property rights. Students develop design criteria, user stories and creative practices for producing media content. They use media languages relevant to selected forms and/or styles through available media technologies including digital tools. They create single mode and multimodal media content. Students develop critical practices by taking opportunities to reflect, evaluate or respond to their own work and/or the work of others. For example, they follow design processes or document ideas and intentions for media productions, evaluate audience responses to media works (including their own work) and consider relationships.  They create (produce) media content in forms such as print, screen/moving image, audio and/or hybrid or trans-disciplinary forms such as video games or digital experiences. They do this by using design and production processes or by implementing programming languages. They communicate and share their work in both informal and formal ways. For example, they share their work before their peers in a classroom, in a school-based exhibition or film festival, or on a school-managed network environment. When doing so, they consider privacy and security by taking steps to mitigate risks. 

 

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In Years 9 and 10, students learn in and through developing understanding and application of the media concepts: media technologies, representations, audiences, institutions, media languages and relationships. They apply knowledge of advanced features and functions of digital tools, the purpose of digital systems, and the role of data privacy and security when generating and designing media products. They work individually and in collaboration with peers and teachers, and with external experts in various domains as appropriate.

 

Students engage with various types of media texts including film, digital and online texts, and multimodal texts. They engage with new forms of text produced as the output of generative artificial intelligence tools or systems. Themes and issues may involve levels of abstraction, higher order reasoning and intertextual references. Media texts that support and extend students may be drawn from a range of genres. They may involve complex, challenging plot sequences and hybrid structures that may serve multiple purposes. These texts may explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas in real-world and fictional settings. Students examine the influence of a range of media on shaping identity and attitudes to diversity. They consider the influence a broad range of new and emerging media in connection with the design criteria and user stories that inform digital solutions. They evaluate future impact and opportunities for enterprise. Informative texts may represent a synthesis of technical and abstract information (from credible or verifiable sources) about specialised topics and concepts. Students analyse reports of surveys and claims, inferences and conclusions of statistical reports. They critique health information and media messaging to evaluate media influence on individual attitudes and actions.

 

Students explore ways in which media arts works from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning. Students investigate ways media content created and/or distributed by First Nations Australians celebrates and challenges multiple perspectives of Australian identity. Students demonstrate project management techniques, and build and extend creative practices for producing media content using media languages relevant to selected forms, genres and styles, and available technologies. For example, if creating films, students use film-specific language and develop screen literacy. They build and extend critical practices by taking opportunities to reflect, evaluate or respond to their own work and/or the work of others. They create (produce/generate and design) media content which may also be digital solutions implemented in programming languages, using production processes in forms such as print, screen/moving image, audio and/or hybrid or trans-disciplinary forms. Students access and analyse data to inform digital design decisions or provide insights into the impact of a digital solution. They understand and apply privacy principles to mitigate risks including protecting user information in applications they design as appropriate. They communicate and share (present/screen/distribute) media content they have produced to audiences, informal and/or formal settings. For example, they share content with audiences that are known to the students and/or unfamiliar audiences, such as a public short film competition.

 

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