Years 5 and 6  

Years 7 and 8  

Years 9 and 10  

How does creating a film for Trop Jr demonstrate this?  

Exploring and responding  

AC9AMA6E01  

explore ways that media languages and media technologies are used in media arts works and practices across cultures, times, places and/or other contexts  

AC9AMA8E01  

investigate the ways that media arts concepts are used in media arts works and practices across cultures, times, places and/or other contexts  

AC9AMA10E01 

investigate the ways that media artists use media arts concepts to construct representations in media arts works and practices across cultures, times, places and/or other contexts  

Students analyse and apply media languages, technologies, genre conventions, and representational techniques from diverse contexts to communicate meaning, reflect cultural influences, and explore identity or social issues in their own creative work.  

Developing practice and skills  

AC9AMA6D01  

develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of media languages, including images, sounds, texts and/or interactive elements, and media technologies  

AC9AMA8D01  

develop media production skills throughout the production process to construct representations using media languages and media technologies  

AC9AMA10D01  

experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies  

Students develop and apply media production skills throughout the process, manipulating images, sounds, texts, and technologies to construct representations, and experimenting with media languages and conventions to communicate ideas, perspectives, and meaning effectively.  

AC9AMA8D02  

reflect on their own and others’ media arts works and practices to inform choices they make during the production process  

AC9AMA10D02  

reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process  

Students reflect on their own and others’ media arts works and practices throughout the production process, using feedback and critical analysis to refine creative and technical choices at each stage.  

Creating and making  

AC9AMA6C01  

use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences  

AC9AMA8C01   

design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience  

AC9AMA10C01  

design and structure media arts works that examine and communicate ideas, perspectives and/or meaning  

Students use media languages, technologies, and production processes to design and structure a film that communicates ideas, perspectives, and meaning for a specific audience, and to examine how these choices shape the overall message and impact.  

AC9AMA8C02  

apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning for specific audiences using responsible media practice  

AC9AMA10C02  

apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning, and confirm or challenge the expectations of specific audiences  

Students apply production processes and media arts concepts to construct representations that communicate ideas and perspectives for specific audiences using responsible media practice, while also considering how their creative choices confirm or challenge audience expectations.  

Presenting and performing  

AC9AMA6P01  

present media arts works in informal and/or formal settings using responsible media practice  

AC9AMA8P01  

present media arts works, using responsible media practices and considering potential relationships the work could create with audiences  

AC9AMA10P01  

present media arts works to audiences and plan approaches for creating relationships with audiences if/when media arts works are distributed in selected personal, community and/or institutional contexts using responsible media practice  

students to present their work in formal and informal settings using responsible media practices, such as including permissions and credits, and planning screenings that consider audience engagement and ethical distribution. Finalist films being screened nationally further shows how students anticipate and manage relationships with audiences, reflecting on how their creative choices influence perceptions and meet professional standards.  

Year 5  

Year 6  

Year 7  

Year 8  

Year 9   

Year 10  

How does creating a film for Trop Jr demonstrate this?  

Language  

Language for interacting with others  

AC9E5LA01  

understand that language is selected for social contexts and that it helps to signal social roles and relationships  

AC9E6LA01  

understand that language varies as levels of formality and social distance increase  

AC9E7LA01  

understand how language expresses and creates personal and social identities  

AC9E8LA01  

recognise how language shapes relationships and roles  

AC9E9LA01  

recognise how language empowers relationships and roles  

AC9E10LA01  

understand how language can have inclusive and exclusive social effects, and can empower or disempower people  

Students select and adapt language for different social contexts and levels of formality, use dialogue and communication to express identities and shape relationships, and make deliberate language choices that can include or exclude, empower or disempower, both within the film narrative and during collaborative production.  

AC9E5LA02  

understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources  

AC9E6LA02  

understand the uses of objective and subjective language, and identify bias  

AC9E7LA02  

recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources  

AC9E8LA02  

understand how layers of meaning can be created when evaluating by using literary devices such as simile and metaphor  

AC9E9LA02  

understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor  

AC9E10LA02  

understand that language used to evaluate, implicitly or explicitly reveals an individual's values  

Students move beyond bare assertions through collaborative discussion and research, apply objective and subjective language in scripts and critiques, substantiate evaluations of visual and multimodal elements with evidence, and layer meaning using literary devices such as metaphor, allusion, and evocative vocabulary, revealing individual and collective values through language choices.  

Text structure and organisation  

AC9E5LA03  

describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts  

AC9E6LA03  

explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features  

AC9E7LA03  

identify and describe how texts are structured differently depending on their purpose and how language features vary in texts  

AC9E8LA03  

explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids that combine different genres or elements of different genres  

AC9E9LA03  

examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination  

AC9E10LA03  

analyse text structures and language features and evaluate their effectiveness in achieving their purpose  

Students plan and organise spoken, written, and multimodal texts such as scripts, storyboards, and edits into characteristic stages and phases for specific purposes, adapt and combine text structures and language features to suit narrative and audience needs, and analyse the effectiveness of these choices when experimenting with hybrid genres and multimodal elements.  

AC9E5LA04  

understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text  

AC9E6LA04  

understand that cohesion can be created by the intentional use of repetition, and the use of word associations  

AC9E7LA04  

understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs  

AC9E8LA04  

understand how cohesion in texts is improved by strengthening the internal structure of paragraphs with examples, quotations and substantiation of claims  

AC9E9LA04  

investigate a range of cohesive devices that condense information in texts, including nominalisation, and devices that link, expand and develop ideas, including text connectives  

AC9E10LA04  

understand how paragraph structure can be varied to create cohesion, and paragraphs and images can be integrated for different purposes  

Students create cohesive scripts and storyboards that guide viewers through the narrative using clear sentence and paragraph structures, repetition and word associations for emphasis, signalling structure with openings and conclusions, strengthening internal cohesion with examples and dialogue, and integrating cohesive devices such as connectives, nominalisation, and visual elements to link and develop ideas across spoken, written, and multimodal components.  

Literature  

Creating 

literature   

AC9E5LE05  

create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced  

AC9E6LE05  

create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices  

AC9E7LE07  

create and edit literary texts that experiment with language features and literary devices encountered in texts  

AC9E8LE06  

create and edit literary texts that experiment with language features and literary devices for particular purposes and effects  

AC9E9LE06  

create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences  

AC9E10LE08  

create and edit literary texts with a sustained “voice”, selecting and adapting text structures, literary devices, and language, auditory and visual features for purposes and audiences  

Students create and edit scripts that experiment with figurative language, plot structures, characters, and settings inspired by texts they have experienced, adapt and combine genres, and sustain a distinctive voice through deliberate choices of language, literary devices, and multimodal features to achieve specific purposes and engage intended audiences.  

Literacy  

Texts in context  

AC9E5LY01  

describe the ways in which a text reflects the time and place in which it was created  

AC9E6LY01  

examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created  

AC9E7LY01  

explain the effect of current technology on reading, creating and responding to texts including media texts  

AC9E8LY01  

identify how texts reflect contexts  

AC9E9LY01  

analyse how representations of people, places, events and concepts reflect contexts  

AC9E10LE08  

create and edit literary texts with a sustained “voice”, selecting and adapting text structures, literary devices, and language, auditory and visual features for purposes and audiences  

Students create and analyse scripts and visual elements that reflect the time, place, and cultural context of their story, explore how media texts represent ideas and events, consider the influence of current technology on production and audience engagement, and make deliberate choices about representations of people, places, and concepts to convey meaning for specific purposes and audiences.  

Interacting with others  

AC9E5LY02  

use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea  

AC9E6LY02 
use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions  

AC9E7LY02  

use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts  

AC9E8LY02 
use interaction skills for identified purposes and situations, including when supporting or challenging the stated or implied meanings of spoken texts in presentations or discussion  

AC9E9LY02 
listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts  

AC9E9LY02 
listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts  

Students to use interaction skills such as paraphrasing, questioning, clarifying, and presenting ideas during collaborative planning and production meetings, adapting levels of formality for different roles and contexts, supporting or challenging interpretations of spoken texts like scripts and storyboards, and analysing how language features in dialogue and performance position audiences, while justifying creative decisions in discussions and presentations.  

Creating texts  

AC9E5LY06  

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation  

AC9E6LY06  

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features  

AC9E7LY06  

plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical  

AC9E8LY06  

plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical  

AC9E9LY06  

plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical  

AC9E10LY06  

plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical  

Students plan, create, edit, and publish multimodal texts such as scripts, storyboards, and final films for imaginative, informative, or persuasive purposes, organising and expanding ideas through appropriate text structures, language features, literary devices, and visual elements, while experimenting with dialogue punctuation, complex sentences, technical vocabulary, and multimodal features to engage specific audiences effectively.  

AC9E5LY07  

plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features  

AC9E6LY07  

plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features  

AC9E7LY07  

plan, create, rehearse and deliver presentations for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical, by selecting text structures, language features, literary devices and visual features, and using features of voice including volume, tone, pitch and pace  

AC9E8LY07  

plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical  

AC9E9LY07  

plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical  

AC9E10LY07  

plan, create, rehearse and deliver spoken and multimodal presentations by experimenting with rhetorical devices, and the organisation and development of ideas, to engage audiences for different purposes in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical  

Students plan, create, rehearse, and deliver spoken and multimodal presentations such as pitch sessions, production meetings, and film screenings, organising and developing ideas with appropriate text structures, language features, and visual elements, while using voice features like pitch, tone, pace, and volume, and experimenting with rhetorical devices to engage audiences for imaginative, informative, persuasive, or analytical purposes.