Teaching and learning

Activity 1

Introduction to film study: Film study booklet

Complete the Area of Study 1 booklet on The Breakfast Club.

Activities include discussions, research, notetaking, short answers, reading, comprehension questions and filling in charts. Some of these tasks are completed as a whole class, others in small groups and others independently.

• The teacher uses the booklet to facilitate discussion about the meaning of stereotypes; different elements of stereotypes including reasons, personal experiences and fairness/accuracy; how stereotypes are portrayed in advertisements and how some advertisers are challenging stereotypes; and how and why TV show and film characters are often based on stereotypes and the value of refuting these.
• Students prepare to view The Breakfast Club by researching general information and making predictions about the film.
• The teacher reviews notetaking skills and students take notes on characters and themes as they watch the film.
• After watching the film, students summarise the storyline; do a deep dive into the characters; reflect on personal responses to the film. The teacher encourages higher level students to complete extension questions and add detail to other responses.
• The teacher leads the class to work through a few of the reflection activities, for example focusing on film elements such as the song or the letter; context elements such ascontemporary issues in 1984 vs issues now such as #MeToo. 
• Choose activities based on student interest. Build upon activities if students are engaging with the topic, move on to the next activity if they are not. Higher level students may be able to work through some activities on their own while the class looks at activities as a group.

Activity 2

Introduction to the journal entry task

• At the end of the film study, students bring together what they have learnt about issues, themes and characters in the film. They take on the persona of a character and write three journal entries from their perspective – one the day before detention, one the day of detention and one on the Monday after detention.
• The teacher introduces the task and goes through the rubric in detail so students are clear about expectations.
  Students choose their character and complete a brainstorm for the three journal entries.
• he teacher reviews the writing process (planning > drafting > proof-reading > feedback > final copy) which students must apply to the journal entries
  The teacher runs a session on specific writing mechanics, punctuation, grammar, sentence structure etc.

Activity 3

Introduction to the biographies task: People who make a difference

Complete the Area of Study 1 booklet on biographies.

Activities in the booklet include class discussions, research, notetaking, short answers, reading, comprehension questions and filling in charts. Some of these tasks are completed as a whole class, others in small groups and others independently.

• The teacher reviews the area of study and expectations.
• Students discuss what it means to ‘stand up’ and research some people who have made a difference.
• The teacher leads discussion and exploration of books and films about real people, and discusses the idea of ‘Based on a true story’.
• Students discuss and review the difference between biographies and autobiographies, and discuss the concept of perspective and context, as well as the need to consider other perspectives.

Activity 4

Award nomination: Oral presentation

• The teacher introduces the Award nomination task, including the rubric, required content and presentation options.
• Students select a person they have been introduced to during the unit and nominate them for a ‘Being the Difference’ award.
• Students need to give background information on the person, reasons for nominating them with examples, and outline how that person has made a positive impact.
• This is an oral presentation, but students can choose if they present in front of the class, make a podcast or record a vlog.

Activity 5

Biographies task: Anh Do’s ‘Brush with Fame’ written report

• The teacher introduces the Written report task, including the rubric and the writing process (planning > drafting > proof-reading > feedback > final draft).
• Students work in groups to watch an episode of Anh Do’s ‘Brush with Fame’ and take notes. Each group presents what they learnt back to the class, while the other students take notes.
• Students select a person who has been interviewed on the show, view their ‘Brush with Fame’ episode, take notes and research online.
• Students apply the writing process to complete a written report on their selected person.
• Students who finish early can look at the extension activities about making a difference through films and songs.

Activity 6

Introduction to digital media: Booklet

Complete the Area of Study 2 booklet.

Activities in the booklet include class discussions, research, notetaking, short answers, reading, comprehension questions and filling in charts. Some of these tasks are completed as a whole class, others in small groups and others independently.

• The teacher outlines Area of Study 2, including outcomes and expectations.
• The teacher introduces the idea of digital media, including types of digital platforms, language, audiences, structures etc.
• The teacher reviews key terms and features of different digital media forms such as websites, podcasts, apps, social media, etc.; and explores an example of each type with the class.
• Students compare each digital media form by completing a chart to outline the specifics of each one.

Activity 7

Social media review

• Students look at their own social media and review it from another person’s perspective (parent, partner, child, employer, police, judge). Students consider what would that other person think about them if this was the information they were presented with.
• Students give a report, oral or written, on their findings, including ways they may need to change their social media use to make it appropriate to different viewers.
• Teacher provide a digital media language vocabulary list. Students write their own definitions, including initial and final understanding. Students do an internet scavenger hunt to find and record examples of each term.

Activity 8

Safe and respectful practice: podcast task

In small groups, students create a podcast where they discuss safe and respectful practices when using digital platforms. Students choose their audience and incorporate language and content to suit that audience.

• The teacher introduces the topics of reliability (accuracy/factual, values) and effectiveness of digital media; bias and how stories are told on digital media; fact vs opinion; safe and respectful practices when using digital media, and online vs digital interactions.
• The class reviews a range of examples and case studies to introduce those topics, for example:
• A variety of news sites – ABC, SBS, Nine etc., comparing how stories are told, what stories are told, slant and bias, prioritised stories, comments from readers.
• Different people’s social media, exploring their purpose, audience, key messages and perspectives – celebrities, politicians, influencers etc.
• Wikipedia – explore ideas about fact vs opinion and the reliability of online information – who puts the information up there? Who monitors/fact checks it? Students write their own Wikipedia page on a topic of choice. They review how reliable what they have written is. Other students read and add to it to see how the information changes with different input and perspectives.
• Students discuss face-to-face vs online interactions and create a Venn diagram of differences and similarities. Students discuss commenting on social media, online articles etc.; considering questions like: what should I think about before commenting? What are trolls? What do people get out of commenting – especially on a stranger’s site/post?
• In small groups, students select a specific topic and use the writing process to develop and record a podcast about it.

Activity 9

Copyright and attribution: Digital poster

In small groups, students create a digital poster about how to acknowledge information gained from other sources. The poster should outline and include links to information on copyright, plagiarism rules and consequences at school, and how to attribute sources in different documents. The audience for this task is their peers.

• The teacher introduces the topic of copyright and attribution. The class discusses questions like: Who owns what on the internet? How should we acknowledge information or resources from the internet?
• The class discuss paraphrasing and writing things in their own words.
• The teacher provides a written text, which they read and write dot points about. Students then re-write the text in their own words. Students access a website of interest to them and repeat the process of reading, dot points and writing in own words.
• Students design a digital poster to be shared with the school community about things to consider, where to get more information etc.

Activity 10

Bringing it all together: Digital presentation

• Review Unit 1 to support students to create their folio of work from Areas of Study 1 and 2.
• The teacher provides a checklist which shows evidence of the different text types students have completed.
• Students present what they have learnt about understanding and creating digital texts. Students can choose how they would like to present this information, but it must be in a digital format.

Activity 1

Recount and reflection

Students prepare a sustained written piece exploring a series of significant specified times in their lives. These might include a ‘happiest’ moment, ‘saddest’ day, ‘funniest’ experience, first day of high school, etc.

This can be written as either a standard recount or fictionalised narrative.

This written piece will also include a reflective component, where the student/narrator reflects on how these events shaped them as individuals, and influenced their goals, desires, etc.

Students should write approximately one to two pages, and include visuals if desired.

NB: Alternatively, if students would prefer to complete this task as a long-form song or poem, they may do so as well.

Activity 2

A biographical Investigation

Students read/watch a variety of biographical texts, focused on individuals who have engaged in community project.

Students should aim to read a minimum of two written texts and engage with a minimum of two visual/oral texts, taking notes on how these texts create meaning through structure, content, language use, visual and auditory cues.

Activity 3

An autobiography and discussion/reflection

Students create a framework for a hypothetical autobiography about themselves, brainstorming what form it would take and why (such as a song, written text, video, etc.).

Once they have done so, they use two of these forms to present a brief autobiographical piece, including both a written and visual component.

• Written autobiography:
  Students decide which form to use (e.g. a poem or an online autobiography), develop a title for their work and then create some content that describes themselves without obviously stating who they are. The aim is to keep it brief, but interesting.
• Visual autobiography:
  Students make a visual representation that complements their written autobiography (such as a movie poster, a record cover, sketch, video clip, etc.). They should make notes and sketches to help them develop their ideas.

The teacher collects their final copies and distributes them randomly to the class, ensuring that each piece is anonymised. Students then swap and trade the written and visual autobiographies to match them to the person who created them.

When everyone has made their matches, the teacher reveals the true identities of their authors. The class then discusses the following:

• What forms were used most often?
• Why were some matches easy and others hard?
• Who was easy to identify and who was hard to identify and why?

The class then votes on the best written and visual autobiographies.

Activity 4

An interview and presentation

Students are required to plan, organise and conduct an interview with someone in their life who they respect and look up to or someone who has helped them achieve an important goal/s (e.g. a teacher, coach, community leader, manager, employer or some other role model). Students should try to avoid family members unless they also fulfil one of these community-type roles.

After interviewing this person, students write a summary profile of them that outlines what they think is the most relevant information about them.

They then give a presentation to the class based on their interview and report, which must be supported with visual aids. A written copy of students’ drafts, notes and summary profile need to be submitted to the teacher after they have finished their presentation.

Other students evaluate each student’s presentations using Peer Evaluation Pro-formas, focusing on the following (ranked out of 1 to 5):

• Voice quality
• Pronunciation (accuracy/clarity)
• Body language
• Eye contact
• Organisation of points
• Use of visual aids
• Use of technology

NB: students should be provided with a planner to complete and tick off tasks. Ideally, presentations should also be videoed, so students can watch them again and discuss them as a class.

Activity 5

Complete written journal # 5

Throughout this area of study, students are required to complete an ongoing written journal (handwritten or typed), through which they demonstrate their understanding of how the text-types investigated and created are constructed for different purposes, audiences and contexts.

Each journal section should demonstrate the student’s knowledge of:

• The structures and features of the specific text-type
• The way purpose, context, audience and content influence a text’s structure and language
• How visual, auditory and language cues create meaning in the text

Additionally, the journal section should include a short reflection on the process of planning, drafting and revising their text.

Activity 1

Classwork: Defining and categorising digital texts

To begin this area of study, the teacher should guide the class through a discussion and identification of a variety of digital texts, including webpages, podcasts, and various forms of social media.

Using a graphic organiser, students should work in pairs or groups to identify the strengths and weaknesses of different digital texts, in particular how they as individuals respond to them.

Activity 2

Webpages

With teacher assistance, students should undertake an exploration of a variety of different organisational webpages. For example:

• An educational institution’s website (e.g. their school website)
• A community organisation website
• An informational website/search engine (e.g. Wikipedia, Google, etc.)
• A business/company website

As groups, students should evaluate each website, focusing on their layout, and experience with navigating the site (i.e. ease of use) and gathering information. Further, they should consider each website’s purpose, and the possible social, cultural, vocational and workplace values associated with it. They then write a short statement, evaluating each website’s reliability and effectiveness in connecting with audiences and delivering factual messages and information.

Activity 3

Podcasts

With teacher assistance, students should undertake an exploration of a variety of different oral digital texts/podcasts. For example:

• A news podcast
• An interview podcast
• A narrative podcast
• An evaluative/discussion podcast

Students are organised into groups and assigned a podcast type to evaluate, focusing on structure, auditory quality, information provided, and language cue (and their effect on audiences). Further, they should consider each podcast’s purpose, and the possible social, cultural, vocational and workplace values associated with it. They then write a short statement, evaluating each podcast’s reliability and effectiveness in connecting with audiences and delivering factual messages and information (if applicable).

Activity 4

Interview and presentation

Students are required to plan, organise and conduct an interview with someone in their life who they respect and look up to or someone who has helped them achieve an important goal/s (e.g. a teacher, coach, community leader, manager, employer or some other role model). Students should try to avoid family members unless they also fulfil one of these community-type roles.

After interviewing this person, students write a summary profile of them that outlines what they think is the most relevant information about them.

They then give a presentation to the class based on their interview and report, which must be supported with visual aids. A written copy of students’ drafts, notes and summary profile need to be submitted to the teacher after they have finished their presentation.

Other students evaluate each student’s presentations using Peer Evaluation Pro-formas, focusing on the following (ranked out of 1 to 5):

• Voice quality
• Pronunciation (accuracy/clarity)
• Body language
• Eye contact
• Organisation of points
• Use of visual aids
• Use of technology

NB: students should be provided with a planner to complete and tick off tasks. Ideally, presentations should also be videoed, so students can watch them again and discuss them as a class.

Activity 5

Classwork: How to engage safely and respectfully with others in an online environment

As a class, students should investigate and discuss practices to ensure safe and respectful interactions with others in an online environment. This should combine a variety of methods:

• Brainstorming of possible unsafe/disrespectful online interactions and strategies to avoid them.
• Discussion of how to improve digital texts to promote safe and respectful online interactions.
• Presentations from guest speakers/presenters on the promotion of safe/respectful online interactions.
• Investigation of the importance of digital security.

Students then write a short reflective piece discussing the importance of safe and respectful online interactions, and how this can be improved/promoted by digital text layout/structure and implementation of digital security measures.

Activity 6

Digital Advice Portfolio

Throughout this area of study, students should be developing a Digital Advice Portfolio, framed as an advisory resource for a community, workplace or vocational organisation, to help them with developing their usage of digital content.

• The teacher should provide students with short descriptions of each organisation for them to choose from. Alternatively, students can develop their own organisations, building on their knowledge developed in WRS Unit 1.

This Portfolio should ideally be presented in an online format (e.g. Google Sites), so that students are able to present their understanding of how digital texts can be tailored to convey information to audiences reliably and effectively.

The Portfolio should contain the following sections:

• The importance of digital platforms
• Websites/Webpages
• Podcasts
• Social media
• Importance of digital security and safe and respectful online interactions
• Which platforms would be ideal for this organisation and why

The Portfolio must include appropriate referencing, and any outside sources of information should be appropriately attributed.

Activity 1

Self-promotion introductory letter

Students write a formal letter to introduce themselves to prospective employers or organisations:

• The teacher introduces the idea of ‘advocacy’ and the class brainstorms different ways this can be done, as well as reasons and situations in which advocacy is needed.
• Students think of situations when they have had to advocate for themselves and discuss processes and outcomes. Students reflect on what they did and what they would do differently next time.
• The class explores situations where advocacy is needed and looks at the different ways this is achieved.
• The class compares and contrasts traditional forms of advocacy (Letters to the Editor, talkback radio, formal speeches) versus more recent ones (YouTube videos, social media, influencers). Students fill in a table with each row being a form of advocacy and the columns being considerations, such as audience, purposes, reach, cost, revenue, time to prepare and timeline to share.
• The class reviews traditional ways people have promoted or advocated for themselves (cover letters, A4 CVs, interviews etc.) and the positives and negatives for each one.
• Students apply the writing process to create a formal letter to introduce and advocate for themselves to prospective employers or organisations, with the aim of persuading the reader to employ or utilise the author in the organisation. The letter should apply formal structure and language, including paragraphing; and include each student’s background, skills, experience, passions, etc. with examples given where possible.
• The final letter should be submitted as an A4 typed page.
• Students use a rubric to self-assess and ensure the letter is at an Achieving level.

Activity 2

Self-promotion video CV

Students use the information from their introductory letter to write a script for their personal video CV:

• Students look at more recent/current platforms people use to promote themselves (social media, YouTube, influencers, video CVs etc.).
• Small groups of student are allocated a strategy/platform, which they research, find examples of and outline to the whole class.
• Students look at examples of video CVs online to explore the structure, language and key elements used.
• Using the information from their introductory letter, students apply the writing process to create a script for their video CV, including annotations about speech and body language cues.
• Students record their script to produce a 2 to 3-minute video CV.
• Students use a rubric to self-assess and ensure their script and video are at an Achieving level.

Activity 3

Product/group traditional promotional text

Students choose a product they like (or would like to create) or a group/organisation they are interested in: 

• The teacher introduces traditional advertising as a form of promotion, including 30-second TV and radio ads, print ads in magazines and newspapers, posters, brochures, mail outs, etc.
• The class reviews different traditional advertisements (tv, radio and print), comparing and contrasting the ads, looking at audience and purpose, and discusses and ranks their effectiveness.
• Students look at how companies brand themselves and explore the elements used in ads, such as visuals, logos, taglines, scripts etc.; using a range of websites, videos, Kahoots about logos and taglines, as well as short clips on YouTube.
• Students choose a major company (Coke, McDonalds, TAC etc.) to compare and contrast how the same message is shared on different platforms.
• Students choose a product (cigarettes, shoes, softdrinks etc.) or an organisation (RSPCA, ABC, CSIRO etc.) and look at their promotion over the last 20 years to see how it has changed.
• Students choose a product or a group/organisation they are interested in, for example a film, video game, sporting club, online group, family event, food or drink product, beauty or lifestyle product etc.
• Students choose a traditional method of promotion and use the writing process to create a promotional text, taking into consideration audience and purpose, and appropriate structure and language.
• Students use a rubric to self-assess and ensure the traditional promotional text is at an Achieving level.

Activity 4

Product/group promotional brief

In groups, students respond to a promotional brief set by the teacher:

• The teacher introduces more recent/current platforms and techniques used to promote products, groups and organisations. This may include things like product placement, influencers, social media contests, events, Facebook ads and email marketing.
• Students are given a promotional brief to respond to, which includes information about their product/group, audience, purpose etc.; working in small groups, they apply the writing process to create a promotional text.
• Groups document their ideas and discussions, as well as detailing their chosen idea.
• The teacher facilitates regular communication between the small groups and the brief /client (the teacher) to ensure the brief is being appropriately applied.
• Groups share their responses to the brief with the class, who give feedback.
• Students use a rubric to self-assess and ensure their response to the brief is at an Achieving level.

Activity 5

Oral presentation

Using the skills, knowledge and tools learnt in Area of Study 1, students prepare an oral presentation to advocate or promote:

• Students use all the skills, knowledge and tools learnt in Area of Study 1 to prepare an oral presentation intended to advocate or promote.
• Students can link this in with their Unit 4 PDS or WRS projects, or they can negotiate a different topic with their teacher. This first step is for students to decide on their focus and come up with a detailed design brief for the oral presentation. This needs to be shared with their teacher before progressing.
• Students use the writing process to prepare their scripts for their oral presentations. Students need to focus on the sequence and structure of their oral presentation, and apply evidence for their ideas and opinions, as well as referencing the sources used. Scripts need to be shared with their teacher before progressing.
• Students annotate their scripts with comments on words to highlight, body language cues etc.
• The teacher will run a review session about persuasive language and techniques, with students looking at ways to incorporate these into their scripts.
• Students explore ways to make their oral presentation more engaging – visuals, handouts, costumes etc. Students use the week to finalise their oral presentation.
• Students must share their final annotated script and related tools and resources with their teacher before progressing.
• The teacher runs a review session on oral presentation skills.
• Students spend the week rehearsing and preparing their presentations, including making sure it runs to the set time.
• Students share their oral presentations with the class. Students take notes while each of their peers present and provide written constructive feedback.
• Students receive a copy of their classmate and teacher feedback, which they use to reflect on their presentation.
• Students summarise the feedback in dot points to review what they did well, things they can focus on, and things that didn’t work well. Students complete a traffic light self-reflection. This is shared in small group discussions.

Activity 1

Define advocacy

• The teacher leads a brainstorm about what advocacy is – the class agree on a shared definition.
• The teacher leads a discussion about what it means to be an advocate.
• Students brainstorm, identify and record issues and ideas they are passionate about as part of their identity.
• Students create a brainstorm of ideas for their passion project from their previous brainstorms.
• Students select a topic for their passion project

Activity 2

Define personal branding

• The teacher leads a discussion about what it means to advocate for the self.
• Students create a brainstorm about the most important parts of their personality and identity.
• The teacher leads a discussion about personal brands and identity, and the class agree on a shared definition of what a personal brand is.
• Students discuss why personal identity and personal brands are linked to advocating for the self.
• Students brainstorm and research examples of personal brands, for example celebrity brands and public identity.
• Students write a personal statement about their own identity and what their personal brand looks like. Students should include a mind map or visual presentation to describe their personal brand.

Activity 3

Social media personalities

Students choose a product they like (or would like to create) or a group/organisation they are interested in: 

• The teacher leads a discussion about how we use social media to create or present our identities and personal brand.
• Students select a social media personality/influencer/content creator/brand ambassador, research them and develop a profile or biography of that personality. Students should focus on how the personality creates and presents their identity and personal brand.
• Students develop a digital or oral presentation to present their research to the class.

Activity 4

Social media controversies research

• Students select another social media personality or celebrity who has been involved in controversy as a case study, for example
• Joe Rogan and Spotify
• Travis Scott and Astro World
• Students collect and review news articles about their chosen case study, and annotate and analyse the articles focusing on;
• The celebrity identity
• The events surrounding the controversy
• How the controversy impacted their celebrity identity or brand

Activity 5

Social media controversies report

• Students use their research from activity 5 to develop a report.
• Students include annotated news articles, social media posts and other research as evidence.
• Students present their research to the class as an oral presentation.

Activity 6

Passion podcast

• Students research and listen to a range of popular podcasts on topics which are interesting or relevant to them.
• Students summarise their research of popular podcasts, including:
• brainstorm of the similarities, differences and important attributes of these popular podcasts.
• Summary of how the podcasts appeal to their target audiences, create a unique sound or style and promote themselves.
• Students develop and create their own podcast on the topic they selected in activity 1
• The teacher presents a lesson on Intellectual Property Laws in Australia vs USA, and leads a discussion about how Intellectual Property and trademark laws can affect the production of a podcast, and the development of a personal brand.
• For their podcast, students must submit:
• Draft of their script
• Summary of the Intellectual Property Laws that may apply to them
• List of any additional sounds or music they recorded or downloaded for the Podcast
• Design of a logo
• Written description of their target audience and how they will engage them
• Final Podcast.