Part 4 Annotated Resources & links to support the Planner
Part 4 Annotated Resources & links to support the Planner
When selecting resources for my Units 3 and 4 Media teaching program, I prioritised materials that are curriculum-aligned, pedagogically valuable, and capable of enhancing both student learning and my own instructional practice. I have drawn on a mix of authoritative curriculum documents, industry case studies, interactive online tools, and exemplar materials to ensure that my teaching is both theoretically grounded and practically engaging.
To inspire students and provide benchmarks for high-quality work, I utilise VCAA’s Season of Excellence exemplars, particularly Top Designs and Top Screen productions (VCAA, 2024). I integrate these into lessons so students can critically analyse successful folio documentation and final productions, making direct comparisons with their own work. This supports the reflective practice elements of the SAT.
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https://www.vcaa.vic.edu.au/news-and-events/events-and-awards/season-excellence/top-designs
Firstly, the VCAA Media Study Design (2024–2028) (VCAA, 2024) is my essential curriculum framework. I use this document to ensure all lessons, School-assessed Coursework (SAC) tasks, and School-assessed Task (SAT) processes explicitly meet the prescribed outcomes and key knowledge/key skills. It also informs my assessment rubrics and ensures compliance with the Victorian Curriculum and Assessment Authority’s expectations.
https://www.vcaa.vic.edu.au/curriculum/vce-curriculum/vce-study-designs/media/media
The Australian Centre for the Moving Image (ACMI) education resources are also central to my teaching. In particular, I have embedded Story of the Moving Image and CTRL+Ad into my planner, as these offer rich opportunities for both narrative analysis and contemporary issues discussions (ACMI, n.d.). I value these resources because they combine theoretical concepts with practical examples, and they also provide opportunities for excursions and workshops that deepen learning.
https://www.acmi.net.au/education/school-program-and-resources/?program=5
For structured analytical activities, I incorporate ATOM Vic teacher guides and SAC preparation resources (ATOM Vic, n.d.). I find these valuable for scaffolding student writing in response to media texts and for modelling the analytical depth expected in VCE Media. The guides often include discussion questions and assessment rubrics that align closely with the VCAA criteria.
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https://atomvic.org/category/study-guides/
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I also integrate ArtsPop units on storytelling and sound design, which provide creative and scaffolded activities to help students link production decisions to audience engagement (ArtsPop, n.d.). This is particularly helpful in Unit 4 when students are required to evaluate how their work communicates meaning.
https://education.nsw.gov.au/teaching-and-learning/curriculum/creative-arts/planning-programming-and-assessing-creative-arts-11-12/literacy-in-the-creative-arts
To address ethical and regulatory aspects of the curriculum, I use Ad Standards case reports (Ad Standards, n.d.) and ABC Education resources on digital versus traditional media (ABC Education, n.d.). These real-world examples support students in understanding the relationship between media institutions, audiences, and regulation, directly linking to Unit 4 Area of Study 2 (Agency and Control).
Finally, I curate a playlist of YouTube tutorials on cinematography, lighting, and editing workflows. These act as just-in-time learning tools for students during production, enabling differentiated instruction and independent skill development (YouTube, n.d.). I guide students in selecting credible channels to ensure content quality and relevance.
By embedding these resources in my planner and clearly aligning them with specific weeks and outcomes, I can enhance the learning experience, ensure curriculum alignment, and provide a balance of theoretical rigour and practical skill-building.